The effects of autocratic and democratic methods of teaching on competitive and cooperative learning modes in higher education
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Date
1988
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Abstract
This study was designed to further understanding about the intersecting of autocratic and democratic methods of teaching with competitive and cooperative modes of learning in higher education. The investigation was interested in exploring whether the different styles of instruction and different modes of learning had an effect on either the cognitive or affective domains as measured by possible gains in both achievement and self-esteem. One-hundred seventy-four elementary education majors entering their first education course were randomly assigned to one of the four treatment groups (autocratic-competitive, autocratic-cooperative, democratic-competitive, or democratic-cooperative). All students were given an achievement and self-esteem pretest. The results were later used as the covariate in the analysis of covariance. The four groups met once a week for one hour and received their lessons according to the designated treatment. After the six weeks treatment, all subjects received an achievement and self-esteem post-test. The analysis of covariance was used to analyze the data and the results indicated a positive gain in both the cognitive and affective domains for the democratic-cooperative treatment group. The positive gains for the democratic-cooperative group seemed to indicate that the procedures used in that treatment were effective in both domains. The other three treatment groups did not demonstrate a significant change. Conclusions and implications of these findings for educational practices are discussed, and questions for future research are postulated.
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Keywords
Classroom management, Competition (Psychology), Cooperativeness, Group work in education, Teacher-student relationships, Major curriculum and instruction