Six groups (182 students) approached the study of a course unit by individualized study, lecture, or group discussions (two groups by each approach) and responded to an objective or essay test. A 2 × 3 analysis of variance showed no significant differences between the two types of tests or among the three approaches of study but the interaction was significant. Fisher's t tests showed that the group exposed to lectures and taking an objective test scored significantly higher than the group studying by individualized approach talcing an objective test and groups exposed to lectures and discussions taking an essay test.
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