Lecture vs.

Discussion
Author(s): Thomas F. Stovall
Source: The Phi Delta Kappan, Vol. 39, No. 6, What Research Says about Teaching and Learning (
Mar., 1958), pp. 255-258
Published by: Phi Delta Kappa International
Stable URL: http://www.jstor.org/stable/20342066
Accessed: 09-02-2016 01:16 UTC

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March, 1958 THE GIFTED AND RETARDED 255
12. Jewett, Arno. The Rapid Learner in American Schools: A
BIBLIOGRAPHY Bibliography. Circular No. 395. Washington, D.C.: U. S. Dept. of
Health, Education, and Welfare, May 1954.
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logical Methods," Psychological Monographs, 45:1-55, 1934. Failure," Educational Research Bulletin, 8:6-11, Los Angeles City
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4. Burr, Marvin Y. A Study of Homogeneous Grouping (Con 15. Learned, William S., and Wood, Ben D. The Student and
tributions to Education No. 457). New York: Teachers College, His Knowledge. New York: The Carnegie Foundation for the Ad
Columbia University, 1931. vancement of Teaching, 1938.
5. Cook, Walter W. Austin School Survey: Part II, The Instruc 16. Loomis, Grace I. A Survey of Literature and Research Con
tional Program. Minneapolis: University of Minnesota, May 1952. cerning the Education of the Gifted Child with Implications for
6. Cook, Walter W. Grouping and Promotion in the Elementary School Practice. Curriculum Bulletin No. 97, University of Oregon
School. Series on the Individualization of Instruction, Number 2. School of Education, 1951.
Minneapolis: University of Minnesota, 1941. Pages 26-30. 17. McNemar, Quinn. The Revision of the Stanford-Binet Scale.
7. Cook, Walter W., "The Functions of Measurement in the Fa Boston: Houghton Miff lin Co., 1942. Chapter III.
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8. Gowan, J. C. Annotated Bibliography: Gifted Child Education. Individual Differences," Twenty-seventh Yearbook of the National
California Advisory Council on Educational Research, 693 Sutter Society for the Study of Education, Part II: Nature and Nurture;
Street, San Francisco. September 1957. 43 pages. Their Influence Upon Achievement. Bloomington, Illinois: Public
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Teachers College, Columbia University, 1928. 22. Tyler, R. W., "Permanence of Learning," Journal of Higher
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Possessed by the Individual," Journal of Educational Psychology, 23. West, J. E., "Twin Examination Assumptions," Journal of
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Classroom Methods

IL Lecture Vs. Discussion

By THOMAS F. STOVALL

A LL too frequently, discussions of the merits conclude with some as to

specific suggestions
I\ of various methods of teaching seem to needed research, with on
emphasis improvement
a considerable amount of heat in quality.
generate
without producing much light to guide the teach
er in the classroom. of different Definition of Terms
Proponents
techniques often base their arguments upon per At first thought it might appear that "lecture"
sonal, subjective evaluation of their own ex
and "discussion" mean the same to all educators.
periences as students and teachers or build their
However, descriptions of experimental designs
case on the of others who have reached
opinions which have been published indicate a consider
conclusions in a like manner. The opinions of
able lack of agreement as to
teachers are invaluable in our efforts meaning, which, of
experienced course, makes the task of interpreting and com
to improve instruction, but perhaps we should
also give due consideration to what research paring the results of these experiments quite dif
ficult.
says about the relative effectiveness of the dif
There are great differences in the
ferent methods in attaining educational certainly
objectives. characteristics of the lecture from one in
In this brief consideration of research relative
structor to another and from one time to an
to lecture and discussion, it seems wise to begin
other with the same instructor. The degree of
by defining the two methods, proceed to consider the opportunity for questions or com
as to their formality,
implications of research utility, and ments from students, and the manner and rate of
then attempt to discern some significant research
are but a few of the variables. About
trends in this area. Recognizing the incomplete presentation
all that can be said is that experimenters appear
ness of the evidence to date, the article will
to have conceived the lecture to be a more or less
MR. STOVALL (Psi 1647) is assistant professor of continuous oral presentation of information and
social studies, The General College, University of ideas by the teacher with little or no active par
Minnesota.
ticipation by the members of the class.

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 256PHI DELTA KAPPAN March, 1958
In attempting to discover a accept interest in the effects of various classroom ex
generally
able description of discussion, one is confronted on students' attitudes and
periences appreciations
with many variations and combinations, from one and consequent behavior patterns. That lectures
extreme the recitation or can attitudes has been demon
represented by question change expressed
and answer technique to another extreme seen in 18- 23 the preponderance of evi
strated;8' however,
experiments with "non-directive" teaching wherein dence from such varied sources as studies in in
the instructor plays a laissez faire, noncommital dustrial psychology,19-22 experimental efforts to
20
role. Unfortunately, many reports of research change food habits and health practices,4- and
describe what is labeled "group classroom indicates that group
inadequately experimentation25
discussion method"; however, in one of the better discussion is distinctly to the lecture in
superior
accounts of such experimentation, Ruja25 de attitudes and behavior.
affecting
scribes his discussion method this way:
As out elsewhere in this issue of Phi
pointed
. . . of and answer [sic]
Delta Kappan, the effect which school-related
interchange question among
students primarily with the instructor playing a have on the student is in
experiences strongly
... moderator. The instructor
by the quality of interpersonal
role of roughly fluenced relation
defines the area of discussion and in
supplies
ships in the classroom. The contention that a "we
formation when directly asked for it or when it
or and an
illustrates a
point already made or . . .
poses
a feeling," high group morale, atmosphere
relevant to the under considera of acceptance with mutual respect and confidence
question topic
tion. . . .
Mostly the activity of the instructor between teacher and students are conducive to
consists in reflecting the content and of maximum of educational
feelings accomplishment goals
students' comments, these to one another
relating has firm support in research findings. This being
and to a central and se
topic, promoting orderly the case, each teaching must be evaluated
quences of discussion. procedure
in terms of its effect upon the climate of student
Effectiveness of Lecture and Discussion student and teacher-student relations. Listening
to lectures is essentially an individualistic
activity
Acquisition of information has been the most which discourages the development of desirable
common standard for judging the relative ef relations. By contrast, good group
interpersonal
fectiveness of lecture and discussion in experi discussion is an aid to the development of the
mental teaching situations. When the criterion kind of relationships students and between
among
is the ability to recall or recognize factual in teacher and students which research has revealed
on ex
formation objective type tests during the to be necessary for highest levels of achievement.
at its close, lecture and
perimental period and This is especially true in relation to efforts to af
discussion have been found approximately equal in fect attitude and behavior and in bringing about
effectiveness most in the emotional of
by experimenters,2'7*10-12-14-17 improvements adjustment
some have results the n- 21- 25
although reported favoring students.1'5-
25' 26
lecture.15-

Retention of information acquired has been Discussion Promotes Retention

determined in very few of the experimental com
of lecture and group discussion. Bane2 In summary, research indicates that the lecture
parisons
and Rickard24 employed delayed testing proced is equal or superior to group discussion if the
ures in their carefully designed and controlled criterion is acquisition of information, but that
series of experiments and found knowledge ac discussion better results in terms of
produces
in discussion classes to be retained sig retention of this type of learning. Discussion has
quired
better than that resulting from reading been found to be more effective than lecture as a
nificantly
means of
and lectures without discussion. stimulating critical thinking and in aid
Most teachers profess to be less concerned ing students to attain a of
deeper understanding
with the mere of facts by students subject matter, which is reflected in the ability to
acquisition
than with the more elusive problem of aiding make applications of knowledge newly acquired,
students develop the ability to evaluate, synthesize, to interpret, and to draw inferences. Likewise,
draw inferences, perceive relationships, and make discussion has a greater effect on attitudes and is
learned. From the more conducive to the of desirable
application of the material development
research which has been reported, discussion interpersonal relationships in the classroom.
ap
pears to be significantly to the lecture But research findings afford no basis for the
superior
as a means of bringing about this kind of learn elimination of the lecture method. Much
6* 9f 25, 27 depends
ing.3,
upon the myriad of other factors in the teaching
At all educational levels there is an increasing situation, not the least important of which are

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March, 1958 LECTURE Vs. DISCUSSION257
the peculiar abilities, traits, experi such as group size, homogeneity versus hetero
personality
ences, and preferences of the individual teacher. geneity of membership, and the leadership roles
Class size is another important consideration. Re which the teacher or student discussion leader
search into the size aspect of group discussion has may play.
raised serious doubts about the quality of the kind com
Along with the increasing interest in the
of discussion possible in a group larger than of the discussion, there is a
ponents growing
twelve.13-16 Although "buzz group" techniques awareness of the context in which both lecture
can be successfully in classes many and discussion operate. Hence the experiments in
employed
times as large, the teacher should be cognizant "directive versus non-directive" teaching and the
of the limitations of "total group" discussion of on the of interpersonal rela
emphasis qualities
an type in any but the tions in the classroom.
organized, developmental
smallest classes. Evaluation. A broadening of the scope of
It should be apparent that profitable develop evaluation may be seen in recent experimentation.
mental discussion cannot be carried on unless efforts to determine the effectiveness
Pioneering
those participating have some knowledge of perti of methods were concerned
usually only with
nent facts, and research has shown the lecture, as information learned. this type
measuring Although
well as reading, to be an effective means of pro of research is still frequently there is an
reported,
viding this basic information efficiently. to measure several different
increasing tendency
A flexible plan employing a combination of effects, such as personality and attitudinal changes,
lecture and discussion with a variety of possible gains in critical thinking skills, and even
along
other techniques such as reading, group work, thought processes during lecture and discussion.3
socio-drama, and audio and visual aids can be This more comprehensive evaluation has necessi
expected to yield the richest returns. The role of tated the refinement of tests used and the uti
research is to help the teacher discover the lization of a variety of devices, including observa
strengths and weaknesses and peculiar character tion and interview by trained personnel.
istics of these media so that each may be used
in situations and to attain goals for which it is Some Suggestions for Future Research
best suited. More and better research is needed to clarify
further the relative values of lecture and discus
Trends in Research
sion and to discover ways of improving the qual
In attempting to discern and describe trends is a particular need
ity of these methods. There
in research, one must use care to prevent the en to their effectiveness in relation to: class
explore
deavor from becoming an exercise in wishful levels of
size, ability students, different age levels
thinking. With this caution in mind, there is work to date has been at the college level,
(most
some reason to believe that there are some de with decreasing concern as one descends the edu
sirable, although rather faint, trends in research cational ladder), various subject matter areas, and
related to evaluating lecture and discussion. the factors of training, experience, preferences,
Objectives of research and the experimental and particular skills of the teacher.
design. More recent reports of research are includ As our concept of education broadens and
ing somewhat more specific, meaningful descrip deepens and as teachers increasingly define ob
tions of the teaching methods employed, which in terms of such behavioral outcomes as
jectives
rise to the that a effort is
gives assumption greater interests, attitudes, skills, and the like, experi
being made by those conducting the experiments mental evaluation of lecture and discussion as
to better define and isolate the fac means of attaining these difficult goals become
experimental
tors, to establish specific and controllable differ
imperative.
ences between the instructional
procedures being Since there is substantial evidence that both
tested. can contribute much,
lecture and discussion ad
Some improvements are noticeable in the sta ditional efforts should be made to discover ways
tistical and situational controls employed. The of improving each. For example, we need to know
instructor variable is more frequently being modi more about different methods of organizing and
fied by such means as rotation schemes, and dif
presenting lectures; and the optimum length for
ferences between student groups are being taken different ability and age levels has not been es
into account somewhat more than formerly. tablished. One of the trends cited above was the
In the significant developments in the area of research relevant to classroom discussion by stu
group dynamics may be seen a growing interest dents of group dynamics. We need to know more
in the components of the discussion situation, about how such factors as group size and com

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All use subject to JSTOR Terms and Conditions
 258PHI DELTA KAPPAN March, 1958
and author Journal of General Education, VII (April, 1953), 160-69.
position and laissez faire, democratic, 4. Bond, Betty Wells. "The Group Discussion?Decision Ap
itarian affect the Appraisal of Its Use in Health Education," Dissertation
functions quality of
proach?An
leadership Abstracts, XVI (1956), 903-4.
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In future efforts to get at the 215-24.
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Experimental Education, XX (June, 373-78.
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1952),
7. Carlson, Carl Raymond. "A Study of the Relative Effectiveness
definition of the experimental factor or factors of Lecture and Directed Discussion Methods of Teaching Tests and
Measurements to Prospective Air Force Instructors," Dissertation Ab
is required. Allied with this is the
importance of stracts, XIII
8. Chen, William
(1953), 1112-13.
Keh-Ching. "Retention of the Effect of Oral
considering the total context in which the methods Propaganda," Journal of Social Psychology, VII (November, 1936),
479-83.
are being the matter of in 9. Edmiston, R. W., and Braddock, R. W.
employed, especially "Study of the Effect
of Various Teaching Procedures upon Observed Group Attention in
terpersonal relations. A more conscientious at
Secondary Schools," Journal of Educational Psychology, XXXII (De
tempt must be made to control such cember, 1941), 665-72.
non-experi 10. Eglash, Albert. "A Group Discussion Method of Teaching
mental factors as instructor differences, subject Psychology," Journal of Educational Psychology, XLV (1954),
257-67.
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Volney. "A Psychotherapeutic Method of Teaching
ences between groups of students. Psychology," American Psychologist, IV (April, 1949), 104-9.
12. Gerberich, J. R., and Warner, K. O. "Relative Instructional
The trend toward broadening Efficiencies of the Lecture and Discussion Methods in a University
the scope of Course in American National Government," Journal of Educational
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13. Hare, Paul A. "Study of Interaction and Consensus in Dif
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menting By doing you of Aggressive Behavior in Experimentally Created 'Social Cli
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search for answers to the many questions relevant Studies in Higher Education, XXXI (1936).
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to the utilization and improvement of lecture and of Group Discussion in the Teaching of Factual Content," North
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Xi Research 1. A study of the scope and effectiveness of the

Project
student personnel services in the junior colleges of
The Research Committee of Xi Campus Chapter
is surveying the Pitts Pennsylvania.
(University of Pittsburgh) 2. A study to determine the needs of physically
area to discover what research and
burgh experi
mentation is under in the school area served handicapped children in the Pittsburgh area.
way
by Xi. To date only three projects have been re 3. A
study among several
elementary
schools

ported to Committee Chairman Earl M. McWil and junior high schools of Western Pennsylvania
liams, director of curriculum at the West Jefferson to determine the effectiveness of teaching language
Hills Public Schools: arts
by television.

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