Interactive relationships among learner characteristics, types of learning, instructional methods, and subject matter variables.

Abstract

Examined whether learning can be enhanced by employing instructional treatments differing in design and use as a function of learner characteristics. 6 experimental courses were developed reflecting different combinations of inductive and deductive teaching methods, rote and understanding types of learning, and 2 different subject matters. Achievement test scores following instruction were correlated with the 39 aptitude, interest, and achievement measures obtained on 353 Navy enlisted men. A statistically significant interactive relationship was found between learner anxiety and method of instruction which was consistent across the 2 subject matters and the 2 types of learning. (15 ref.)

Trait-Treatment Interaction and Learning

“…The studies by Tallmadge and Shearer (1971), Dowaliby (1971), and Grimes and Allinsmith (1962) impress upon us that the construct of anxiety interacts with instructional treatments. Domino (1971), in a study that confirmed previous findings (Domino, 1968), reported an interaction between the personality traits of achievement via conformance and achievement via independence and the treatment of teaching in a conforming manner (lectures, high structure) versus teaching in an independent manner (active student participation, less structured).…”

“…Cronbach and Snow (1969) have reviewed some studies in this area (Becker, 1967;Dunham & Bunderson, 1968;Hutchinson, 1963;Peters, 1968;Tanner, 1968). Tallmadge and Shearer (1971) followed up leads from previous research (Tallmadge, 1968;Tallmadge & Shearer, 1969) dealing with anxiety by treatment interaction. On a composite anxiety predictor, low anxious subjects scored significantly higher on a criterion test than did high anxious subjects in an expository deductive treatment.…”

Instructional strategies in industrial training and rehabilitation

“…Discovery methods on the other hand emphasize that understanding should be produced by setting a variety of examples and problems so that the learner formulates rules and theories inductively. Most teaching methods involve an element of 'discovery' (Ausubel, 1968), but the emphasis given to it in different methods has been shown to be related to individual differences (Wilcox, 1968;Tallmadge & Shearer, 1971).…”

“…The evidence available suggests that highly structured treatments appear to produce the best results with students who gain high scores on measures of anxiety, introversion, convergent thinking or high achievement need (Leith & Trown, 1970;Tallmadge & Shearer, 1971;Wilcox, 1968;Grimes & Allinsmith, 1961). A summary of some of these interactions is shown in Table 3.…”

Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

“…Eksperimen yang dilakukan terhadap anak-anak gifted menunjukkan perbedaan dengan kelompok kontrol. Perlakuan atau intervensi yang diberikan kepada kelompok eksperimen berupa penerapan kurikulum sains berbasis problem atau inquiry dan pelatihan terhadap guru-gurunya selama 120 jam dalam dua tahun (Robinson, Dailey, Hughes, & Cotabish, 2014 (Tallmadge & Shearer, 1971).…”