A Literature-Based Versus a Textbook-Only Approach in History: Comparing Achievement and Attitude
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Abstract
This study was conducted to compare the effectiveness of using a themed, literature-based/textbook approach versus a traditional, textbook-only approach on content acquisition growth and attitude in elementary history. Two groups of 23 students each participated in a four-week, fourth grade Civil War unit. Group One, known as the experimental group, was taught using a themed, literature-based/textbook approach, while Group Two, known as the control group, had a traditional, textbook instruction. It was found that both groups achieved significantly during the study, while the themed, literature-based group achieved at a higher level than did the control group. Post-study attitude survey scores indicated that neither group had a significant difference in attitude.