| Abstrakt: |
This empirical study compares traditional lecture style teaching methods with a blended model teaching method in a mid-sized introductory sociology course. The study assesses learning and retention on a series of tests and quizzes given throughout the semester. Students in the control group participated in a lecture style class, while students in the treatment group participated in a blended model class. Results indicate that students in the treatment condition scored significantly higher on most measures than students in the control condition. The significance of these results, limitations of the study, and implications for future research are then discussed. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR] |
