Effectiveness of self-directed learning activity packets versus lecture and note taking method of instruction in technology education

Abstract

The purpose of this study was to determine which method of instruction allowed students to achieve a higher score on a written post-test. It was of interest to learn if students perform significantly different when the method of instruction is delivered in different formats. The results determined which method of instruction was most effective, as indicated by student performance on a written test. A comparison using post-test scores did serve as an indicator to evaluate each method of instruction. Student scores on the written post-test ranged from a low of 20 to a high of 88 on the self-directed learning activity packet. Scores on the lecture method post-test ranged from a low of 18 to a high of 94. Since the range of scores was similar for each method of instruction, both methods are a valid way of teaching students enrolled in Technology Education courses. Learning, whether instructor driven or student driven, appears to be comparable.