The effects of group directed versus individual directed instruction within a group instructional setting
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Jane Ann Hughes (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Rosemery Nelson
Abstract: One contribution of behavior modification to educational settings is the functional analysis of teaching behavior. The components of teaching consist of (a) prompts which set the occasion for a response to occur; (b) student responses; and (c) consequences which alter the frequency of student responses. Many investigations specifying the functions and parameters of each of these components have been conducted. The present investigation considered instruction as a "package" composed of both antecedent and consequent components. The research question was the relative merits of directing instruction to individuals within a group versus groups of students. The performance task of beginning archery was chosen as a dependent measure. Twenty-six subjects were matched on shoulder-girdle strength and assigned to one of two experimental conditions. In the individual instructional condition, the instructor was required to direct at least 90 percent of the instructions to individuals within the group; not more than 10 percent of the instructions were directed to the group as a whole. In the group instructional condition, the reverse was true. Daily observations of the teacher's instructional behaviors were used to determine that the experimental conditions of the study were met.
The effects of group directed versus individual directed instruction within a group instructional setting
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Created on 1/1/1975
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Additional Information
- Publication
- Thesis
- Language: English
- Date: 1975
- Subjects
- Educational psychology
- Group work in education $x Evaluation