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AN EXPERIMENTAL STUDY COMPARING THE ...

KINDRA, GURPRIT SINGH.

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AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES./
作者:	KINDRA, GURPRIT SINGH.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 42-07, Section: A, page: 2985.
Contained By:	Dissertation Abstracts International42-07A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8128418

AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES.
KINDRA, GURPRIT SINGH.

AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES. - 174 p.

Source: Dissertation Abstracts International, Volume: 42-07, Section: A, page: 2985.

Thesis (Ph.D.)--The University of Iowa, 1981.

The problem in this study was to compare and ascertain the relative advantages and disadvantages of two instructional methods (guided inquiry/activity and traditional lecture/textbook) in collegiate level marketing classes in relation to students' ability, sex, and number of semester hours in business. Specifically, this study sought information that would assist business educators in improving planning, delivery, and evaluation of introductory marketing classes. It was the purpose of this study to provide information related to planning, directing, and controlling of the introductory marketing teaching-learning operations that might facilitate the attainment of optional benefits.Subjects--Topical Terms:

1017515
Education, Business.

AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES.
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100 1 $a KINDRA, GURPRIT SINGH. $3 1938055
245 1 3 $a AN EXPERIMENTAL STUDY COMPARING THE EFFECTS OF A GUIDED INQUIRY/ACTIVITY METHOD AND A TRADITIONAL LECTURE/TEXTBOOK METHOD ON STUDENT ACHIEVEMENT IN COLLEGIATE LEVEL INTRODUCTORY MARKETING CLASSES.
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 42-07, Section: A, page: 2985.
502 $a Thesis (Ph.D.)--The University of Iowa, 1981.
520 $a The problem in this study was to compare and ascertain the relative advantages and disadvantages of two instructional methods (guided inquiry/activity and traditional lecture/textbook) in collegiate level marketing classes in relation to students' ability, sex, and number of semester hours in business. Specifically, this study sought information that would assist business educators in improving planning, delivery, and evaluation of introductory marketing classes. It was the purpose of this study to provide information related to planning, directing, and controlling of the introductory marketing teaching-learning operations that might facilitate the attainment of optional benefits.
520 $a The experiment was conducted in two parts consisting of the pilot study and the main study. The pilot study consisted of two intact classes with 69 and 72 subjects each. The main study also consisted of two intact classes with 44 subjects in the experimental group and 57 in the traditional group. Both the pilot study and the main study lasted a period of six weeks each. In the pilot study, the Post-test Only Control Group Design was employed, whereas in the main study the Pre-test-Post-test Control Group design was used. The statistical technique employed to analyze the data in both studies was multiple regression. Tests of main effects and interaction were applied to check the hypotheses.
520 $a Results show that there was no significant difference in learning for students taught by the guided inquiry/activity method and students taught by the traditional lecture/textbook method. Also, there was no statistical evidence to indicate a significant difference in learning achievement when students were categorized into three ability levels, i.e., superior, average, and inferior. Also, there is not statistical evidence to indicate a significant difference in learning achievement when students were categorized into different levels on the basis of "previously accumulated semester hours completed in business," i.e., less than or equal to 15 and more than 15 hours. There was also no statistical evidence to indicate that one sex performs better than the other in either treatment group. Therefore, it appears that either of the two teaching methodologies under consideration are equally effective for teaching introductory marketing classes.
520 $a One hypothesized finding indicated that students in the experimental group had mixed feelings about the value of the guided inquiry/activity method. A questionnaire at the end of the experiment revealed that although 64% of the students preferred the traditional method, 66% expressed a positive attitude toward the independence associated with the experimental method.
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710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 42-07A.
790 $a 0096
791 $a Ph.D.
792 $a 1981
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8128418