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Programmed instruction in general pathology: evaluation of performance in comparison to conventional instruction and scholastic achievement

Eversole, L.R.

Journal of Dental Education 43(4): 214-216

1979

ISSN/ISBN: 0022-0337
PMID: 372272
Document Number: 148453
Previous studies relating the efficacy of various teaching methods to student achievement levels have yielded conflicting results. This study compares programmed instruction in pathology with conventional instruction for students exhibiting different levels of academic achievement, as measured by undergraduate GPA. The results of this study reveal that no significant difference in examination performance exists regardless of the teaching method employed when achievement level is considered.

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