Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The problem of this project was the investigation of the possible relationship between two selected teaching methods and achievement in areas of three basic language skills: punctuation, grammar usage, and spelling as measured by three criteria. In terms of null hypothesis the problem may be stated and the results tested by the following: There is no difference in the effectiveness of the composition method of teaching and the traditional drill method of teaching in terms of achievement in the three areas of punctuation, grammar usage, and spelling as tested by standardized tests, teacher-constructed tests, and teacher grades. PURPOSE: The purpose of this field project was to determine the comparative effectiveness of two methods, the composition method and the traditional drill method, of teaching the language skills of correct punctuation, correct grammar usage, and correct spelling to students in freshman English Composition I who have not yet mastered these skills.

Keywords

Secondary education, English, Teacher effectiveness, Curriculum, High schools, Testing

Advisor

Dr. Ralph V. Coder

Date of Award

Summer 1966

Document Type

Thesis - campus only access

Rights

© The Author(s)

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