Abstract
A comparison of the effects of the lecture-discussion method and competency-based learning center method of instruction on content knowledge increase and attitudinal change of students of different gender and achievement levels was made. Two high school classes were used, one was taught by lecture-discussion while the other was taught by competency-based learning center method of instruction. Students were placed in ability groups by grade point average. Results of analysis of covariance test on knowledge scores indicated a significant difference among the different ability groups with the high ability groups scoring the highest on the knowledge test. Further analysis indicated that males scored higher in the lecture-discussion group while females scored higher in the learning center group. Results of the analysis of covariance test on attitude scores indicated a significant difference for gender main effects. Females had a more positive attitude toward the course than males irrespective of method of instruction or achievement level.
Get full access to this article
View all access options for this article.