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- W53202506 abstract "independent students preferred nondirective teachers who usually promoted informal learning situations, while concrete-dependent students performed well under either directive or nondirective teaching styles. Low Friendliness as well as low Conceptual Level students per formed better with lecture-discussion presentations. High Friendli ness and high Conceptual Level students performed better with programmed instruction. Competitive students preferred lecture presented by the teacher, while collaborative students preferred unstructured learning situations and would rather have the peer-centered format. Instructional Techniques Used to Teach Sexuality Education Because the number of research studies related to instructional technique usage in sexuality education is limited, conceptual literature also is reviewed. Journal articles, secondary education curriculum guides, and teacher manuals form the basis for this conceptual review. Watts (1974) investigated the effectiveness of three teaching methods in relation to acquisition of knowledge and development of attitudes in a sex education instructional unit. The three teaching methods in cluded lecture, independent study combined with small group discussion, and audiovisual materials. The study involved 62 undergraduate students enrolled in three personal health classes at Indiana University. A preposttest design using a Sex Knowledge and Attitude Questionnaire (SKAQ) to collect data was employed. Watts found that the lecture and inde-" @default.
- W53202506 created "2016-06-24" @default.
- W53202506 creator A5029092079 @default.
- W53202506 date "2018-08-13" @default.
- W53202506 modified "2023-09-27" @default.
- W53202506 title "Sexuality education instructional techniques: relationships among teacher usage, student preferences, and student learning styles" @default.
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- W53202506 doi "https://doi.org/10.31274/rtd-180813-11730" @default.
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