The effects of expository teaching methodologies on student achievement of suburban students at the secondary-level

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Clark, James Hartman

Contributors dc:contributor

• Rosenshine, Barak

• Education Administration
• Teacher Training
• Curriculum and Instruction

Statement dc:rights

• Copyright 1992 Clark, James Hartman

Language dc:language

eng

Identifier

AAI9215795
(UMI)AAI9215795

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19021