ERIC Number: ED065405
Record Type: RIE
Publication Date: 1970-Jan
Pages: 118
Abstractor: N/A
ISBN: N/A
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A Comparative Study of Simulation Gaming and Lecture-Discussion Method.
Stadsklev, Ronald
This educational research was conducted to determine what affective and cognitive effects two different teaching methods have upon a group of 10th grade students learning about the Constitution of America. Both the experimental class, taught by the simulation-game method, and the control group, taught by the lecture discussion method, were instructed by the same teacher for a period of ten days. Pre- and post-experiment content examinations and attitude surveys were given to the two groups to determine comparative effects. Providing no statistical evidence to support the hypothesis that simulation-games enhance the ability of the student to acquire more factual and conceptual knowledge, this study does indicate that games can influence students' attitudes and values in a given direction. These findings also indicate a need for further investigation of such elements as measurement of retention, relevance, and transfer factors, and effects of the two teaching methods of different achievement levels. Appendices include a teaching guide of the game "Constitution Today," content and attitude tests, and a bibliography. Related documents are ED 048 176, ED 049 099, and ED 049 100. (Author/SJM)
Descriptors: Affective Objectives, Attitude Measures, Class Activities, Classroom Research, Cognitive Objectives, Comparative Analysis, Comparative Testing, Constitutional History, Educational Games, Educational Research, Experimental Teaching, Game Theory, Lecture Method, Secondary Education, Simulation, Student Attitudes, Teaching Methods
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