Abstract
The effect of lecture and contract methods of instruction and gender of student on knowledge of American history (1932-1945) attained and attitude toward coursework developed was examined. Two classes were randomly assigned to lecture or contract treatments. A similar nine day unit of content was given to both lecture and contract groups. Knowledge and attitude pretests were administered for use as covariates in the analysis of covariate tests used to analyze the posttest score on the same knowledge and attitude measures given on the tenth day of the study. Results indicated no significant differences between the two instructional methods nor between male and female students on knowledge attained and attitude developed.
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