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Direct linkBrogt, Erik; Sabers, Darrell; Prather, Edward E.; Deming, Grace L.; Hufnagel, Beth; Slater, Timothy F. – Astronomy Education Review, 2007
Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture…
Descriptors: Astronomy, Diagnostic Tests, Undergraduate Students, Achievement Gains
Peer reviewedSweeney, M. Jane Barr; And Others – Journal of Economic Education, 1983
This survey examined class size, teaching methods, and the one-semester/two-semester organization of the introductory economics course. Student satisfaction with respect to their institution was also studied. (Author/RM)
Descriptors: Class Size, Course Organization, Economics Education, Educational Research
Peer reviewedWeaver, Richard L., II; Cotrell, Howard W. – New Directions for Teaching and Learning, 1987
Five communication strategies are essential to success in large courses: managing instructor anxiety, using presentation time efficiently, motivating students, communicating enthusiasm, and organizing content. (MLW)
Descriptors: Class Size, Classroom Communication, College Instruction, Communication Skills
Download full textGilbert, Sid – CSSHE Professional File, 1995
This paper reviews the research on the effects of class size on educational quality in higher education, and discusses the characteristics of the students and kinds of course organization that facilitate effective large-class teaching. It notes that while early research found that class size mattered, newer studies have shown that factors other…
Descriptors: Class Size, College Faculty, College Instruction, Competence
