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dc.contributor.authorFranks, Harvey Garreten
dc.description.abstractPurpose: To determine whether students achieve more when individualized instruction is utilized in the classroom or when taught by a traditional approach. Method and Sources: a. The study involved five general business classes and one consumer education class at Havre High School. There were from 90 to 120 students involved in the individualized instruction in general business, and 21 students in the traditionally taught consumer education class. The study also involved two teachers. b. All general business courses were taught under the individualized instruction approach, while the consumer education class was taught under what could be termed the traditional instruction approach. c. Questionnaires, student progress reports, and examinations were used to evaluate student achievement in both approaches. Summary of Findings: a. Some students achieve more under individualized instruction and some achieve better under a traditional instruction program. b. Both the individualized instruction approach and the traditional instruction approach have their place in education. c. Even though the objective of individualized instruction is to meet the needs of all students, it fails to do so as does the traditional instruction approach. d. It is wrong for a school or a department within a school to lock itself in to one instruction approach or the other. Individualized instruction should be viewed as a teaching tool to be used by teachers to fit the needs of their students, and not as a program in itself.en
dc.publisherMontana State University - Bozeman, College of Professional Schoolsen
dc.subject.lcshBusiness educationen
dc.subject.lcshEducation, Secondaryen
dc.subject.lcshIndividualized instructionen
dc.titleA comparison of student achievement when taught by individualized instruction and traditional instructionen
dc.typeProfessional Paperen
dc.rights.holderCopyright 1973 by Harvey Garret Franksen
thesis.catalog.ckey3158090en Education.en Paperen

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