A MULTIPLE CHANGE SCORE COMPARISON OF TRADITIONAL AND BEHAVIORAL COLLEGE TEACHING PROCEDURES 1

Abstract

Seventy‐six students in a college‐level course in human development were divided into an experimental and a control group of approximately equal size. Both groups were given a pretest composed of fill‐in and multiple‐choice items. The control group was exposed to conventional educational practices while the experimental group was treated in a manner similar to that described by Johnston and Pennypacker (1971), performing only on fill‐in items. Post‐test results showed significantly greater changes in the experimental group, regardless of the type of test item, although the difference was greater in the case of the fill‐in items. The results are discussed in terms of their implications for both future research and tactics in the development of improved teaching technologies.