A comparison of individualized and group instruction in a sixth‐grade electricity unit

Reported is a study that was partly developmental and partly experimental. A series of worksheets were developed based on the Elementary School Science (ESS) unit, Batteries and Bulbs, and were used to teach three classes of sixth grade students. Two other classes covered the same material using a lecture-discussion technique.' Student gains were evaluated through a pretest and posttest and attitudes were evaluated using a sematic differential scale. The net results of the study seemed 4o show that the students reacted more strongly to the subject matter than to the style in which it was presented. No significant differences were found in either achievement or attitude. Most students indicated a preference forthe discussion over the worksheet. The authors believe there is no reason that one method or the other should be chosen for exclusive use and, because sixth grade students can beccl'e bored with almost anything if they are forced to keep doing it for too long, it is useful to have two methods available which seem to work about equally