Grade Inflation or Better Comprehension
Self-Scheduled Instruction in Introductory Sociology
Bibliographic Data
| ID | 11064001 |
|---|---|
| Authors | Michael P Johnson (0000-0002-5675-8019, corresponding author), Edward J Walsh (0000-0002-6846-2872) |
| Year | 1978 |
| Volume | 5 |
| Issue | 4 |
| Pages | 363 |
| Publication date | 1978-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1317277 |
| OpenAlex | W2083853680 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
8 months after completing the course. Results indicated that students in the self-scheduled instruction (SSI) option were more likely than others to have chosen their section because of its teaching method and they reported greater learning than did students in the other sections. Their actual learning, as measured by a 30-item examination, was significantly greater than that in other sections. Controls on grade in the course demonstrate that A students in the SSI section performed as well as A students in the other sections. It is suggested that the mounting evidence of the efficacy of the SSI approach should shift the burden of proof to the defenders of the status quo
Comprehension · Linguistics · Mathematics education · Pedagogy · Sociology · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Online and Blended Learning · Philosophy · Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1981 - 1981 (1) |
| Highly cited | No |