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Document Type

Open Access

Degree Program

Psychology

Degree Name

Thesis (M.S.)

Year Degree Awarded

1971

Keywords

College teaching, Teacher-student relationships, Educational psychology

Abstract

Studies 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. studentcenteredness

DOI

https://doi.org/10.7275/eem7-hj33

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