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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1981
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED206283 |
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| _version_ | 1867181312141426688 |
|---|---|
| author | George, Bette L. |
| author_facet | George, Bette L. George, Bette L. |
| collection | Education Resources Information Center |
| contents | The Effectiveness of Self-Paced Instruction in Teaching Reference Skills to Heterogenously-Grouped Elementary School Students. George, Bette L. Comparative Analysis Elementary Education Elementary School Students Individualized Instruction Intermode Differences Lecture Method Library Instruction Library Skills Teaching Methods Designed to identify promising methods of teaching library reference skills to elementary school students, this study included an extensive search of the literature and a pilot experiment to test the effectiveness of the methods identified. Testing materials, a transparency lecture series, and a self-paced instructional module with cassette tape were developed to meet the objective of teaching heterogenously-grouped fifth and sixth grade students how to use an almanac. Following a pretest, the skill was taught by lecture to the control group and by self-paced instruction to the experimental group. Post-test scores were compared statistically. Each method had distinct advantages for certain types of students, but neither was significantly better than the other. The report presents hypotheses, assumptions, and definitions; explains the methods of data collection; and analyzes and interprets the data. Appendices include testing materials, instructional materials, and frequency distributions of scores. A bibliography lists 31 sources. (Author/FM) |
| format | Recurso educativo Open Access |
| id | eric_ED206283 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1981 |
| record_format | eric |
| spellingShingle | The Effectiveness of Self-Paced Instruction in Teaching Reference Skills to Heterogenously-Grouped Elementary School Students. George, Bette L. Comparative Analysis Elementary Education Elementary School Students Individualized Instruction Intermode Differences Lecture Method Library Instruction Library Skills Teaching Methods The Effectiveness of Self-Paced Instruction in Teaching Reference Skills to Heterogenously-Grouped Elementary School Students. George, Bette L. Comparative Analysis Elementary Education Elementary School Students Individualized Instruction Intermode Differences Lecture Method Library Instruction Library Skills Teaching Methods Designed to identify promising methods of teaching library reference skills to elementary school students, this study included an extensive search of the literature and a pilot experiment to test the effectiveness of the methods identified. Testing materials, a transparency lecture series, and a self-paced instructional module with cassette tape were developed to meet the objective of teaching heterogenously-grouped fifth and sixth grade students how to use an almanac. Following a pretest, the skill was taught by lecture to the control group and by self-paced instruction to the experimental group. Post-test scores were compared statistically. Each method had distinct advantages for certain types of students, but neither was significantly better than the other. The report presents hypotheses, assumptions, and definitions; explains the methods of data collection; and analyzes and interprets the data. Appendices include testing materials, instructional materials, and frequency distributions of scores. A bibliography lists 31 sources. (Author/FM) |
| title | The Effectiveness of Self-Paced Instruction in Teaching Reference Skills to Heterogenously-Grouped Elementary School Students. |
| topic | Comparative Analysis Elementary Education Elementary School Students Individualized Instruction Intermode Differences Lecture Method Library Instruction Library Skills Teaching Methods |
| url | https://eric.ed.gov/?id=ED206283 |