- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- The effectiveness of behavior management techniques applied to in-service training, 1979
- Creator:
- Levesque, Barberlyn G.
- Date of Original:
- 1979-01-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
dissertations - Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study was to determine whether significant learning of inservice training course content would occur most effectively through either a traditional or an experiential teaching method. The traditional method was described as lecture/discussion. It evolved from traditional assumptions concerning the teaching-learning linkage and although the instructor is assumed to be an important condition for learning, the emphasis is shifted from the instructional activities of the teacher to the interaction between the teacher and students. There is an inter-change of ideas and knowledge between a teacher and a group of students. The experiential method employed assumes that teaching is most effective when the student is actively involved in the learning process. Experiential learning is 'learning by doing' and encourages an active classroom with many opportunities for direct experiencing, self-expression and the development of creativity. The questions raised in this study were stated in the form of null hypotheses. They pertain to the impact of different teaching methods upon the amount of learning, retention level and attitudes related to course content. Specifically, the null hypotheses stated that no significant differences would result from the different teaching methods. The treatment consisted of a six week inservice training series in behavior modification for one group and six weeks of lecture/ discussion for another group. Seventy-five randomly selected sub-j ects were randomly placed into one of three groups: two experimental groups and one control group. Both experimental groups covered the same pre-established curriculum but each followed a different teaching method. The third group received no treatment. The treatment (instruction) was administered by the experimenter and another psychologist. Written tests administered at pre-treatment, post-treatment and follow-up provided the data used to evaluate the effectiveness of the fa-70 teaching methods. The hypotheses were tested for significance through analysis of t test significance of difference between the mean gains. The hypotheses were tested for acceptance or rejection at the .05 level of significance. The results indicated no significant differences in the amount of learning, retention level, and attitudes as a result of either an experiential or a lecture/discussion teaching method. When each group was compared with the no treatment/control group significant differences were noted.
Date of award: 1979-01-01
Degree type: dissertation
Degree name: Doctor of Philosophy (PhD)
Granting institution: Atlanta University
Department: Department of Education - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1979_levesque_barberlyn_g
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
