Abstract
An examination was made of the effect of 3 different methods of teaching place knowledge on student performance and retention. The 3 treatments used were: 1) a traditional textbook map; 2) an outline map with spelling of place names not memorized; 3) an outline map with spelling of place names memorized. Students were assigned to treatment by classes. The results of the immediate posttest (performance) showed that both treatments using outline maps were better than using textbook maps. There was a significant difference between treatments in retention on the second delayed posttest but not on the first delayed posttest. Although significant differences in performance and retention were found, the low scores on all three posttests indicated no practical differences between treatments. Therefore, none of the treatments used proved satisfactory.
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