Learning Psychological Concepts Through Lecture Versus Reading Module: an Experimental Study
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Date
2004-06
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Addis Ababa University
Abstract
Method of teaching concepts is one among other factors affecting students' performance but
it is not given much attention among educators. This study was based on the premise that
research findings contribute to identifying appropriate methods of teaching, which can
facilitate student performance. It mainly aimed at investigating the effectiveness of teaching
psychological concepts through lecturing versus reading module in Africa Beza College.
The sample consisted of 127 randomly selected second year Accounting students at Africa
Beza College, Shashemene and Addis Ababa campuses. Out of the total population of 430
regular students, 30% (that is 127) participated in the study; of which 57 belonged to the
control and 70 belonged to the experimental groups respectively. At the begilming, the
researcher tried to see their CGP A re , ult to know their achievement and also pre-test was
given on the topic of the experiment i.e. memory (Remembering and forgetting). Both
results indicate that there were no statistically significant difference between the control and
experimental groups at the beginning.
After that, the researcher prepared eleven lessons for control and experimental groups for a
period of 4 to 8 weeks consecutively. At the end, post-test was prepared based on the lessons
and was administered to both groups. The result showed that there is a statistically significant
difference between the control and experimental groups on the topic of memory uses test.
This difference was found among the higher achievers of both the Control and the
Experimental groups, where as the difference among the lower achievers of both groups was
not significant.
Therefore, the finding of the study shows that reading the material favors high achieving
students, in similar manure, the lecture method affects achievement of high achieving
students
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Education