An experimental comparison of recitation, discussion, and tutorial methods in college teaching

Abstract

A large psychology class, all students of which were given a common core of lectures, demonstrations, texts and assignments, was divided into 24 comparable groups for two section meetings a week. In these, 8 sections were taught by recitation-drill, 8 by group-discussion, and 8 by tutorial study. Measures dealing with application of psychological knowledge showed no differences resulting from the different methods. Results of a final examination and students' plans for further courses in psychology indicated a statistically significant but slight advantage in recitation-drill. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1954 American Psychological Association.