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Access Type
Open Access
Document Type
thesis
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