This study examined the effectiveness of three instructional designs for teaching concepts, reading- recitation, Gagne, and Merrill and Tennyson. Fourth grade students (n=102) were randomly assigned to one of three experimental treatments or to a control group. Cultural diffusion, a concept usually taught in elementary social studies, was the topic of the lessons. Results of a one-way ANOVA indicated a significant difference among treatments. Differences among the three treatment groups' means were small and insignificant, but differed substantially and significantly from the control group mean.
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