Dowaliby, Fred J.2024-04-262024-04-26197110.7275/eem7-hj33https://hdl.handle.net/20.500.14394/44936Studies comparing different methods of college classroom instruction have typically resulted in the conclusion that learning, as measured by exam performance, is not differentially effected by different classroom instructional techniques. Although different studies have compared different methods with each other (e.g., lecture vs. group centered, didactic vs. discussion) the consistent treatment-group distinction has been in terms of teacher-centeredness vs. studentcenterednessCollege teachingTeacher-student relationshipsEducational psychologythesis32257480