The Audio-Tutorial and Conventional Methods of College-Level Biology for NonScience Majors.

In examining achievement between students in college biology, one group (N=41) was taught using conventional methods; the other group (N=38) was taught using the audio-tutorial method developed after the Posflethwait model. The Pretest-Posttest Control Group Design described by Campbell and Stanley, was used; students were also grouped by aptitude as described by the ACT composite percentile rank. Both the conventional and audio-tutorial groups of students were given identical content areas in biology during a Fall semester. Results indicated no significant difference in achievement between the two groups, nor was there a significant difference in achievement among the aptitude subgroups. This result is in agreement with Durst, but in disagreement with Russell. [ABSTRACT FROM AUTHOR]