The effects of expository teaching methodologies on student achievement of suburban students at the secondary-level
Clark, James Hartman
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Permalink
https://hdl.handle.net/2142/19021
Description
Title
The effects of expository teaching methodologies on student achievement of suburban students at the secondary-level
Author(s)
Clark, James Hartman
Issue Date
1992
Doctoral Committee Chair(s)
Rosenshine, Barak
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education Administration
Teacher Training
Curriculum and Instruction
Language
eng
Abstract
Two distinct teaching methods exist: explicit teaching, or the teaching of skills and expository teaching, or the teaching of textual content areas. Although extensive research has demonstrated how to teach explicit skills, little research exists on how to teach expository text. The purpose of this research was to conduct a process-product study to determine the effect of expository instructional procedures on student achievement in U.S. history classes in a suburban high school. A teaching manual containing possible expository instructional procedures was written and U.S. History teachers were trained to use the contents of the manual as they presented a three-day instructional unit. After the conclusion of the teacher training but prior to the teaching of the unit, a 30-item multiple choice test composed of 15 factual and 15 integrative questions was constructed. A pretest was administered to all students in the experimental and control groups. The unit of instruction was then presented to the students in both groups. The experimental group teachers used the key elements of the expository methodology during instruction. The control group teachers taught the unit using their individual teaching method. Following the unit, the students were posttested to determine the effectiveness of the method followed, ten days later, by a maintenance test to determine long-term retention. Statistical significance was determined by analyzing student scores on factual and integrative questions. The scores were divided into high, middle, and low score ranges on each test. The results indicate only the experimental group in the middle score range on the maintenance test factual questions were significantly superior to similar students in the control group. Implications of the study and suggestions for future research are also presented.
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