SOME INTERACTIONS BETWEEN INDIVIDUAL DIFFERENCES AND MODES OF INSTRUCTION.
Final rept., Jan 64-Mar 65,
WEST TEXAS STATE UNIV CANYON*
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This study explored the hypothesis that there is a relationship between patterns of learning ability and the amount learned in different instructional conditions. Scores for each of 44 subjects were obtained on a the Reading Vocabulary and the Mathematics Fundamentals subtests of the California Achievement Test, b the Administrative and the Mechanical Scales from the Airman Qualifying Examination, and c the Verbal and Performance Scales of the Wechsler Adult Intelligence Scale. Each of the 44 subjects also learned in five different training situations. Differences between scores on associated subtests e.g., Reading Vocabulary minus Mathematics Fundamentals were correlated with the difference between gain scores obtained in the various learning situations. A significant relationship was observed between the difference on the subtests of the California Achievement Test and the difference between the gain score from lecture-like instruction and the gain score in laboratory-like instruction. The data tended to support the hypothesis that students with relative strength in Reading Vocabulary are superior to students with relative strength in Mathematics Fundamentals when both are required to learn from instructional conditions that are highly verbal. On the other hand, students exhibiting relative strength in Mathematics Fundamentals tend to learn more efficiently in individual laboratory situations than do students showing relative strength in Reading Vocabulary. Author
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