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A comparative analysis of Traditiona...

Allegretti, Rosette M.

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A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course./
作者:	Allegretti, Rosette M.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1925.
Contained By:	Dissertation Abstracts International71-06A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411038
ISBN:	9781124037837

A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course.
Allegretti, Rosette M.

A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course. - 179 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1925.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2010.

Typical college classrooms consist of auditory lectures with very little variety. Frequently, with large quantities of difficult material such as literature and writing assignments, undergraduate students become anxious about maintaining their grades. This problem is more prevalent with first-year students, who are still adjusting to the college experience. The purpose of this researcher was to investigate the effects of Traditional Instruction versus Contract Activity Packaged Instruction versus Tactual Resources on the achievement and attitudes of first-year undergraduate students with literature in a core university course. Participants in the sample included 75 first-year undergraduate students from a metropolitan university in New York.

ISBN: 9781124037837Subjects--Topical Terms:

1018115
Education, Language and Literature.

A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course.
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245 1 2 $a A comparative analysis of Traditional- versus Contract Activity Packaged- versus Tactual instruction on the achievement and attitudes of first year college students with literature in a core university course.
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500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1925.
500 $a Adviser: James Campbell.
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520 $a Typical college classrooms consist of auditory lectures with very little variety. Frequently, with large quantities of difficult material such as literature and writing assignments, undergraduate students become anxious about maintaining their grades. This problem is more prevalent with first-year students, who are still adjusting to the college experience. The purpose of this researcher was to investigate the effects of Traditional Instruction versus Contract Activity Packaged Instruction versus Tactual Resources on the achievement and attitudes of first-year undergraduate students with literature in a core university course. Participants in the sample included 75 first-year undergraduate students from a metropolitan university in New York.
520 $a The investigation spanned a six-week period, using a Counterbalanced Research Design. Each method was used for two weeks before the next method and chapter commenced. At the end of the study, all were administered the Comparative Values Scale (CVS) to assess their attitudes. The results indicated significant differences in attitude among both CAP instruction and Tactual Resources versus Traditional Instruction (p ≤ .05). Additionally, there was a significant difference with regard to gender when using the CAP versus the Traditional Instruction (p ≤ .05), with females scoring significantly higher than males on the assessment test.
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