An investigation employing one-group time series design to critically evaluate student reaction to a modification from lecture-discussion to sociological teaching techniques in two ninth grade world history classes at Conroe High School, Conroe, Texas



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Purpose: The purpose of this study was to determine whether a sociological approach to teaching world history had value in building student interests and increasing their achievement. Moreover, student rating of their teacher was also evaluated while the sociological approach was being employed. Methods: The writer used a One-Group Time Series Design which called for the administering of three kinds of tests four times over a period of nine months. These tests were given at the beginning and end of each semester. The subject comprehension, interest inventory, and pupil rating scale were given to the pupils twice the first semester while being exposed to traditional teaching techniques, and the same the second semester while sociological techniques were employed. Findings: From the evidence presented in this study the following suggestions appear to be in order: 1. there is no significant difference in student interest and achievement when exposed to techniques other than traditional ones. 2. Students desire a teacher who speaks clearly and distinctively. 3. Pupils prefer a friendly and understanding instructor. 4. Students admire a teacher who makes vivid explanations. 5. World history can be more popular than mathematics and science. 6. Students tend to be harder to discipline when they are bored. 7. Methods of teaching interest students more than who instructor is or how he looks.



History--Study and teaching, teaching, world history, student interests