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COMPARISON OF A MODULAR AND A TRADITIONAL APPROACH TO INTRODUCTORY COLLEGE POETRY INSTRUCTION

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Date Issued:
1972
Summary:
Statement of the Problem: To understandable pres sure s for accountability from legislators, parents, students, and other taxpayers -- and from within -- educators must respond by designing new curricula and evaluating them with the increasingly sophisticated tools of educational measurement. Findings: 1. Contrary to the hypothesized outcome, the traditional treatment group exceeded the gain in achievement of the modular treatment group beyond that expected through chance fluctuation. Using multivariate analysis of variance for pre- post poetry achievement stratified by treatment and sex, with the pretest as covariate, a significant interaction effect was obtained ( F = 10. 450 for treatment, p < .01). No significant main effect of sex or interaction effect of sex x treatment was obtained. 2. Each group gained significantly in achievement, at the .05 level. The F statistic obtained for the traditional treatment group was 44.3427 ( p < .001) and the F statistic obtained for the modular treatment group was 10.771 (p < .01). 3. Attitude levels did not change significantly nor differ significantly although there was a slight numerical superiority favoring the modular group.
Title: A COMPARISON OF A MODULAR AND A TRADITIONAL APPROACH TO INTRODUCTORY COLLEGE POETRY INSTRUCTION.
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Name(s): OSEROFF, ABRAHAM.
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1972
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 106 p.
Language(s): English
Summary: Statement of the Problem: To understandable pres sure s for accountability from legislators, parents, students, and other taxpayers -- and from within -- educators must respond by designing new curricula and evaluating them with the increasingly sophisticated tools of educational measurement. Findings: 1. Contrary to the hypothesized outcome, the traditional treatment group exceeded the gain in achievement of the modular treatment group beyond that expected through chance fluctuation. Using multivariate analysis of variance for pre- post poetry achievement stratified by treatment and sex, with the pretest as covariate, a significant interaction effect was obtained ( F = 10. 450 for treatment, p < .01). No significant main effect of sex or interaction effect of sex x treatment was obtained. 2. Each group gained significantly in achievement, at the .05 level. The F statistic obtained for the traditional treatment group was 44.3427 ( p < .001) and the F statistic obtained for the modular treatment group was 10.771 (p < .01). 3. Attitude levels did not change significantly nor differ significantly although there was a slight numerical superiority favoring the modular group.
Identifier: 11623 (digitool), FADT11623 (IID), fau:8561 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1972.
College of Education
Subject(s): Poetry--Study and teaching
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11623
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.