The effectiveness of three social studies teaching-learning situations in fostering affective and cognitive change

Abstract

Purpose The purpose of this study was to determine whether students exposed to three different instructional modes would learn different degrees of conceptual content and would reflect shifts in attitude related to a current social issue. Procedure This study attempted to resolve the following hypotheses: 1. There will be no significant difference in attitude change toward people living in a ghetto among three groups, each taught by a different instructional mods, i.e., lecture-discussion, simulation game-discussion, or film-discussion. 1a. There will be no significant difference in attitude change toward people living in a ghetto between those subjects taught by the lecture-discussion mode and those taught by use of a simulation game-discussion mode. 1b. There will be no significant difference in attitude change toward people living in a ghetto between those subjects taught by use of a simulation game-discussion mode and those taught by use of the film-discussion mode. 2. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto among three groups each taught by a different instructional mode, i.e., lecture-discussion, simulation game-discussion or film-discussion. 2a. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto between those subjects taught by the lecture-discussion mode and those taught by use of a simulation game-discussion mode. 2b. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto between those subjects taught by use of a simulation game-discussion mode and those taught by use of the film-discussion mode. ...