Source:http://linkedlifedata.com/resource/pubmed/id/16795329
Switch to
| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
2
|
| pubmed:dateCreated |
2010-6-29
|
| pubmed:abstractText |
Seventy-six students in a college-level course in human development were divided into an experimental and a control group of approximately equal size. Both groups were given a pretest composed of fill-in and multiple-choice items. The control group was exposed to conventional educational practices while the experimental group was treated in a manner similar to that described by Johnston and Pennypacker (1971), performing only on fill-in items. Post-test results showed significantly greater changes in the experimental group, regardless of the type of test item, although the difference was greater in the case of the fill-in items. The results are discussed in terms of their implications for both future research and tactics in the development of improved teaching technologies.
|
| pubmed:commentsCorrections | |
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:status |
PubMed-not-MEDLINE
|
| pubmed:issn |
0021-8855
|
| pubmed:author | |
| pubmed:issnType |
Print
|
| pubmed:volume |
5
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
121-4
|
| pubmed:dateRevised |
2010-9-15
|
| pubmed:year |
1972
|
| pubmed:articleTitle |
A multiple change score comparison of traditional and behavioral college teaching procedures.
|
| pubmed:affiliation |
University of Florida.
|
| pubmed:publicationType |
Journal Article
|