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Teaching Without Lecturing: Evidence in the Case for Individualized Instruction

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Abstract

Teaching effectiveness of Keller-like individualized instructional programs developed from materials provided in teachers’ manuals accompanying textbooks was compared with traditional courses using the lecture method. Programs were developed in 2 undergraduate courses, general psychology and cultural anthropology, and observed over a period of 2 semesters. Program effectiveness was assessed with 5 or 6 hourly examinations and an opinion survey. The superiority of individualized instructional procedures was established by comparison of means of students’ raw hourly examination scores. Students taught by the programmed method enjoyed the course more and rated their mastery higher.

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Authors and Affiliations

  1. Department of Psychology, Bridgewater College, Bridgewater, Virginia, 22812, USA

    Donald R. Witters & George W. Kent

Authors
  1. Donald R. Witters
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  2. George W. Kent
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Additional information

This research was supported by Grant 9-C-040 from the United States Office of Education, Department of Health, Education, and Welfare.

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Witters, D.R., Kent, G.W. Teaching Without Lecturing: Evidence in the Case for Individualized Instruction. Psychol Rec 22, 169–175 (1972). https://doi.org/10.1007/BF03394077

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  • DOI: https://doi.org/10.1007/BF03394077

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