Analysis of some factors conditioning learning in general psychology. Part 2

Abstract

When students are taught by the all-lecture method and the lecture-quiz method there is in introductory psychology no significant difference in achievement, as measured by examinations described in this study. Correlations computed between grades earned and standing on college ability tests demonstrate no relative superiority for either method over the other. Student opinions are slightly more favorable toward the all-lecture method. Students also prefer methods of teaching involving large lecture sections to the traditional small sections taught by the lecture-discussion method. Students of superior native ability tend to learn slightly less introductory psychology when taught in small sections composed of students of high ability than when taught as members of a large group made up of a wide range of ability. About three-fourths of the superior students prefer their classmates to have varying degrees of ability. (PsycInfo Database Record (c) 2025 APA, all rights reserved)