LB u^^ UNIVERSITY OF ILLINOIS BULLETIN IssxTED Weekly Vol. XIX DECEMBER 12, 1921 No. 15 [Entered as second-class matter December 11,1912, at the post otHce at Urbana, Illinois, under the Act of August 24, 1912. Acceptance for mailing at the special rate of post- age provided for in section 1103, Act of October 3, 1917, authorized July 31, 1918.] Bulletin No. 7 BUREAU OF EDUCATIONAL RESEARCH, COLLEGE OF EDUCATION, UNIVERSITY OF ILLINOIS Types of Learning Required of Pupils in the Seventh and Eighth Grades and in the High School WALTER S. MONROE Director of Bureau of Educational Research PRICE 15 CENTS PUBLISHED BY THE UNIVERSITY OF ILLINOIS URBANA, ILLINOIS INTRODUCTORY STATEMENT The study reported in this bulletin is a sub-project of a more ex- tended investigation of the study habits of pupils. This study was made partly to secure information relative to the types of learning required of pupils and partly for the purpose of bringing certain characteristics of the learning process to the attention of teachers. This report is based upon the information secured by means of a questionnaire. This method of investigation was followed because it furnished the only feasible plan of inquiring into current practices. A large number of teachers contributed to this study. The writer wishes to express his appreciation of their cooperation and submits this report in the hope that it will reward them for the time and effort invested in the project. "Wal/TER S. Monroe, Director. f libfcarvSfcong/.vsj. I SECEIVED I SEP. 3 01922 i:^ Types of Learning Required of Pupils in the Seventh and Eighth Grades and in the High School Nature of the learning process. Our plain of education requires that the pupil in the upper grades of the elementarj^ school and in the high school spend a large share of his time in studying textbooks. In making an assignment, the teacher directs the pupil to study certain pages in the basic text and, in some cases, to supplement this by the study of certain references. In the preparation of these assignments the pupil learns. In considering the nature of the learning process, it is necessary to recognize that all assignments do not call for the same kind of mental activity. This is true even when we limit our consideration to assignments that call for study in which silent reading is the central activity. For example, one type of mental activity is required in memorizing a poem, another type in studying a theorem in geometry. The preparation of a lesson in history requires a different mental activity. The type of learning should be specified in the assignment. A. good assignment should indicate to the pupil the kind of study in which he is expected to engage as well as the pages of the textbook which he is to study. A good assignment includes a number of other things, but the pupil should not be left to his own resources to de- termine the procedure which he shall follow in the preparation of his lesson. It is, therefore, pertinent that we inquire concerning the types of study or learning required of pupils in the various sub- jects taught in the seventh and eighth grades and in the high school. The problem of this investigation. The problem of this investiga- tion is to ascertain, by means of a questionnaire submitted to teach- ers, the major types of textbook study required of pupils in the fol- lowing school subjects: (1) geographj^ (2) history and civics, (3) literature, (4) physics, (5) chemistry, (6) physiology, (7) biology, (8) agriculture, (9) arithmetic, (10) algebra, (11) geometry. Source of data. On September 29, 1921, a circular letter was ad- dressed to the city superintendents and principals of high schools in Illinois, asking them to bring to the attention of their teachers the general plans of "an investigation of the study habits of high school pupils." They were asked to send to the Director of the Bureau of Educational Research the names of those teachers in the seventh and eighth grades and in the high school who were willing to cooperate in this investigation. The questionnaire, on which this re- port is based, was sent only to those teachers whose names were se- cured in this way. About 800 copies were sent out. At the time this report was written only 317 questionnaires had been returned. In several cases a note accompanied the blank, saying that it repre- sented the consensus of opinion of several teachers. Consequently, this report may be thought of as representing the consensus of opinion of more than 317 teachers. The teachers to whom the questionnaires were addressed were directed to answer the questions for only the school subjects which they were then teaching or had taught. Basis of analysis of types of learning. In order to provide a uni- form basis upon which teachers might state the types of learning re- quired in these school subjects, it was necessary to analyze the learning process and to identify the most significant types of learn- ing. This analysis was based on the products or outcomes of the learning process. Learning is a productive activity. As a result of engaging in study the pupil produces something. This may be simply ideas stored up in his mind or it may be a written record, such as a summary or an outline. We may assume that to a classifica- tion of outcomes there is a corresponding classification of types of learning. For example, one outcome of study is the production of a summary of the material studied. This requires a definite type of learning. It is entirely different from the type of learning re- quired when the outcome is the memorization of the material studied. The analj^sis presented in the following pages recognizes twelve outcomes or types of learning. The analysis was intentionally re- stricted to textbook study in which reading is the central activity. This eliminates most of the study in the field of spelling and the learning which the pupil does in connection with working examples in arithmetic or algebra. This limitation was made not because the other types of learning are not important but because it was felt de- sirable to confine this investigation to the types of learning" in which reading is the central activity. Furthermore, indirect or generalized outcomes of study were not included. These outcomes are not the products of studying a par- ticular assignment but are, rather, built up over a long period of study and their realization occurs as a by-product of the production of direct or specific outcomes. Included in these generalized out- comes are: 1. Acquisition of more effective methods of thinking and reason- ing. 2. Interest in and appreciation for a given field of study. 3. Acquisition of more effective modes of expression. Types of learning in textbook study. In the list of outcomes of textbook study given below, there is some overlapping. Further- more, it must be recognized that two or more of these outcomes may be produced simultaneously. However, it has seemed wise to recognize the distinctions implied by this list for the purpose of analyzing the process of study. I. Comprehension of material read plus memorization so -that it can be reproduced. This reproduction need not be verbatim. It may be given in the pupil's own words, but it should include most of the minor ideas as well as the central ones. This reproduction may be given in the form of "free composition," as in the case when the pupil is simply directed to tell what he has read. As a special case, the reproduction may take the form of "answer composition" in which the pupil is asked specific questions which he answers in terms of what he has studied. II. With the text at hand preparation of a summary which, con- tains the central ideas of the assignment studied. In this summary the central ideas should be given but the supporting details are not essential. Neither is it expected that the relative importance of the central ideas be indicated. It is not expected that this summary will be given in out- line form, which is recognized as a different outcome. III. With the text at hand preparation of an outline which gives the principal points and supporting details arranged to show order of relative importance and relations to each other. This outcome overlaps the preparation of a summarj'-. An outline may be considered a summary but a summary is not an outline. There are also differences other than those of form. IV. Obtaining information for the purpose of solving problems, or answering questions. In the production of this outcome the pupil has the ques- tions or problems before him as he studies. He is getting information for specific purposes. The problems or ques- tions with which he is dealing may vary widely with refer- ence to scope. The required answer may be a single fact or it may involve the preparation of a well organized report covering several pages. V. Extension of one's range of general information by reading widely material directly related to a given subject. This outcome is general and indefinite. It is difficult to define in explicit terms. The information which the pupil acquires may not be very precise and so far as this outcome is concerned it need not be well organized, al- though it relates to some general topic. VI. Discovery of collateral or illustrative material for topics or problems under discussion. This type of outcome is closely related to and overlaps somewhat with V. It is, however, believed that a distinc- tion is worth while. The pupil's purpose is somewhat dif- ferent when he is looking for collateral or illustrative material rather than information to use in the solving of a problem. VII. Enlargement of vocabulary. Vocabulary may be enlarged in two ways. One may be- come acquainted in a general way with new words. Such acquaintance with words is sufficient for a great deal of general reading. Another way in which a vocabularj^ may be enlarged is by the determination of the technical or precise meaning of the words peculiar to a given subject. In most school subjects there are some words which have a meaning Avhich is peculiar to that subject. These words may occur in general reading or in other subjects with a different meaning or they may be words which are found only in the field of the one subject. This outcome over- laps a number of the other outcomes enumerated here; or perhaps it is better to say that it is produced simultaneously with other outcomes. It is, however, possible to think of pupils studying primarily for this purpose. VIII. Appreciation of the significance of each word used in a con- cisely expressed statement or principle. This type of outcome results from the intensive study of an assignment with reference to the implications of all words contained within it in richness of meaning or em- phasis. IX. A clear comprehension of the essential conditions of a prob- lem which is to be solved. This is essentially understanding what is given and what is to be found or done in the solving of a problem. X. Discovery of new or supplementary problems related to the' topic being studied. In the production of this outcome the pupil is maintain- ing a critical or questioning attitude. The discovery of new or supplementary problems may grow out of a comparison of a statement by one author with a statement by another or out of the comparison of the assignment with the pupil 's ex- perience. XI. Drawing valid conclusions from given data or statements. A special case of this occurs in the determination of the validity of statements or inferences. In this case the given statements or inferences are compared v/ith other statements or with one's general store of information and a conclusion is drawn. This is essentially nothing more than drawing valid conclusions from the data or statements at hand. XII. Following directions with accuracy and reasonable speed. This outcome is produced only when the assignment to be studied consists of directions to be followed. The questionnaire. A copy of the exposition of the twelve types of learning which we have just given accompanied the questionnaire. The teachers were directed to become familiar with the tv/elve types of learning before they attempted to answer the questions. The questionnaire is reproduced on page 8 : BUREAU OF EDUCATIONAL RESEARCH— QUESTIONNAIRE NO. I TYPES OF TEXTBOOK STUDY Name Address School Subject School Grade Below we list a number of school subjects in which textbook study is re- quired. Several school subjects are not included because they appear to require peculiar types' of study. Answer the following questions only for the subjects which you are now teaching or have taught. If you have never taught any of the subjects included in the list below write in the name of a subject which you have taught and answer the questionsi with reference to it. 1. What are the major types of textbook study which you require of your pupils in the following subjects? Answer this question in terms of the outcomes enumerated above. Desig- nate the types of study by means of the numbers assigned to the outcomes above. Give these numbersi in what you consider to be the order of im- portance of the types of textbook study for this school subject. Give the most important first. It is recognized that two or more types of textbook study may be required in a single subject: SUBJECT TYPES OF STUDY SUBJECT TYPES OF STUDY Geography . History and Civics .... 1 1 Biology 1 - _ _- _ 1 1 1 Agriculture | _ _ _ _ _ _ _ Literature . . 1 Arithmetic . _ _ __ __ Physics .... Chemistry . . 1 .| Algebra Geometry . _ Physiology . Note: Biology is intended to include botany and zoology even when they are taught as separate subjects. All sciences are intended to include the study of both the text and the laboratory manual in case one is used. In the case of arithmetic, algebra, and geometry it is our intention to include only those phases of the subject which require the study of the text. 2. Are there other significant outcomes of textbook study in which reading is the central activity that should be added to the list of twelve which we have given? If so, what are they? 3. In your judgment which of the twelve types of study do pupils find most difficult? (Give your answers in order of importance, giving the most diflUcult first.) 4. What types of study offer the greatest difficulty to the teacher in train- ing pupils in methods of study? Limitations of replies to questionnaire. In interpreting the sum- maries of the replies to the questionnaire certain limitations must be kept in mind. In the first place, the analysis of the learning process and the recognition of diJBferent types of learning was prob- ably unfamiliar to many, if not to all, of the teachers who answered the questionnaire. The brief exposition of this analysis and the description of the types of learning were, doubtless, not sufficient in many cases to give the teachers an adequate understanding of the twelve types of learning. From letters which occasionally accom- panied the questionnaires and from information secured in other ways, it appears that the questions were answered with a great deal of care. In several instances, where a number of teachers from the same school were cooperating, they met together and discussed the questions before answering them. The questions were asked with reference to present practice in the schools. . However, the answers must be thought of merely as opin- ions of the teachers ; for the present practice is, doubtless, a reflection of their judgment concerning what should be asked of their pupils. The summaries presented in the following tables should, therefore, be thought of as representing the concensus of the opinions of teachers in regard to present practice. Types of learning required by pupils in certain school subjects. The replies to the first question are summarized in Table I, which is to be read as follows : Reports were secured from 65 teachers of geography. Of this number, 56 mentioned Type I as a major type of textbook study required in geography; 27 mentioned Type II; 37 mentioned Type III ; and so forth. Table II is derived from Table I by calculating the percent of teachers who mentioned each type of study. These pereents are given only for the subjects ap- pearing on the questionnaire blank. It appears that teachers had considerable difficulty in defining major types of textbook study. Some were inclined to mention practically all types of textbook study as being major types while others restricted their answers to one or two types only. The frequencies of the number of major types mentioned are summarized in Table III. 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