Comparison of Two Instructional Procedures in Introductory Educational Psychology Classes / Lawrence William Sherman.

Innovations which were incorporated into large, introductory, educational psychology lecture classes are described and compared to smaller classes that did not make use of the innovations. Four innovative pedagogical techniques are used: (1) a mastery approach, (2) formative evaluation, (3) a modified pyramid-like structure using small group discussion leaders, and (4) supplemental readings. Posttest data from two large lecture classes using these innovations are contrasted with posttest data from the smaller class that did not use them. The results of the posttest and a survey of students' opinions of the innovations indicate that large lecture classes do not have to be a negative educational experience for undergraduate college students. From both a cognitive and affective point of view, students gain more knowledge and prefer the experience of a large class if it is structured in this appropriate manner. Making use of formative evaluation, small group meetings, discussion leaders, supplemental readings, and the mastery approach can efficiently achieve educational goals and enhance the student's experience in a large class structure. (Author/DE)

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