THE COMPARATIVE EFFECTIVENESS OF LEARNING CENTER AND TRADITIONAL APPROACHES FOR A COLLEGE INTRODUCTORY GEOLOGY LABORATORY COURS

The overall purpose of this study was to contribute to the improvement of geological instructional styles. Therefore, an innovative instructional strategy was designed, implemented, and compared with a traditional instructional strategy for effectiveness in teaching a college introductory geology laboratory. Evaluation was based on student scholastic achievement and growth of favorable attitudes toward geology. Specific experimental objectives included reduction of formal lecture time, encouragement of instructors as facilitators, and promotion of active, responsible participation by students by permitting them to set their own pace and sequence of learning. The experimental strategy adopted was the learning center approach, found to have certain aspects common to other successful innovative approaches, and clearly distinguishable from the traditional approach.;The sample tested consisted of 84 University of Houston students enrolled in Geology 1130 Laboratory during the 1980 fall semester. The sample, four instructors, and instructional strategies were randomly assigned to two learning-centered and two traditional laboratories. All laboratories used the same materials and the same manual. Daily activities were used to assess short-term learning, and a final examination to assess long-term learning. A semantic differential test, containing eight concepts pertinent to geology, was used to evaluate student attitudes. A split-plot model with analysis of variance was the statistical method utilized. Instructional strategy was the independent variable, and scholastic achievement and favorable attitudinal growth were the dependent variables.;The findings were the following: an important improvement in short-term learning produced by learning center instruction, particularly in the study of rock and mineral samples (.004 probability); no important differences in any aspect of long-term learning; and an important improvement in self-concept and evaluation of the program among learning center participants (.064 probability).;It was concluded that the learning center approach was an important and clearly more effective strategy for producing at least short-term scholastic achievement in the study of geology, especially that of rocks and minerals, and that improvement in self-concept associated with the learning center approach added support for its use with introductory geology laboratory students at college level.