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A comparison of the affective and co...

Leininger, John Malvin.

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A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications./
作者:	Leininger, John Malvin.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2008.
Contained By:	Dissertation Abstracts International52-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9133338

A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications.
Leininger, John Malvin.

A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications. - 169 p.

Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2008.

Thesis (Ed.D.)--Clemson University, 1991.

This study examined the cognitive and affective differences between groups using two different forms of individualized instruction. While the literature is plentiful in comparisons of individualized to traditional instruction it is void of comparisons between different forms of individualized instruction. The two forms used in this study differed in degree of choice and level of instructional detail presented to the student for their first printing project. The students were randomly assigned to treatment and non-treatment groups in each of four separate intact groups. It was hypothesized that students given more specific instruction on the first assignment, before encountering the "free choice" non-treatment methodology in later assignments, would have a more positive attitude towards the instructional method and subject area as measured on an attitudinal survey. Further, students receiving the highly structured initial project would perform better on a cognitive examination.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications.
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100 1 $a Leininger, John Malvin. $3 1929754
245 1 2 $a A comparison of the affective and cognitive responses of students receiving two forms of individualized instruction in graphic communications.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2008.
500 $a Adviser: D. Henry Pate.
502 $a Thesis (Ed.D.)--Clemson University, 1991.
520 $a This study examined the cognitive and affective differences between groups using two different forms of individualized instruction. While the literature is plentiful in comparisons of individualized to traditional instruction it is void of comparisons between different forms of individualized instruction. The two forms used in this study differed in degree of choice and level of instructional detail presented to the student for their first printing project. The students were randomly assigned to treatment and non-treatment groups in each of four separate intact groups. It was hypothesized that students given more specific instruction on the first assignment, before encountering the "free choice" non-treatment methodology in later assignments, would have a more positive attitude towards the instructional method and subject area as measured on an attitudinal survey. Further, students receiving the highly structured initial project would perform better on a cognitive examination.
520 $a The results proved non-significant at the.05 alpha level for cognitive effect and attitudinal responses for each group using ANOVAs and t-tests. Individual ordinal responses on the attitudinal survey indicated no significance when compared using the Mann Whitney U to the.05 alpha level.
520 $a Additional variables were recorded to afford clarification if the research hypotheses had been upheld. Student interest and field dependency indicated significance below the.05 level in both the cognitive evaluation and attitudinal survey. Academic potential proved significant to better than the.01 level.
520 $a The student's sex, teacher, time and day of class and project rotation were tracked as possible intervening variables. Only the time of day indicated any significance. Morning vs. afternoon showed significance in the t-test of the attitudinal study, but not in the ANOVA.
520 $a Although no measurable significance resulted from the treatment, the instructors indicated these students moved through the process faster and required less supervision without hindering cognitive performance or attitudinal responses. Further study would be appropriate to examine the administrative aspects of student performance. Continued investigation into alternate forms of individualized instruction is also recommended to better determine the form which would best suit the individual needs of a student in a given subject area.
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790 $a 0050
791 $a Ed.D.
792 $a 1991
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