A Multiple Change Score Comparison of Traditional and Behavioral College Teaching Procedures¹

Seventy-six students in a college-level course in human development were divided into an experimental and a control group of approximately equal size. Both groups were given a pretest composed of fill-in and multiple-choice items. The control group was exposed to conventional educational practices while the experimental group was treated in a manner similar to that described by Johnston and Pennypacker (1971), performing only on fill-in items. Post-test results showed significantly greater changes in the experimental group, regardless of the type of test item, although the difference was greater in the case of the fill-in items. The results are discussed in terms of their implications for both future research and tactics in the development of improved teaching technologies.