Treatment, Time, and Achievement: Do Searching Modes of Study Facilitate Learning?

This report is a synthesis of five research studies comparing the facilitative effects on learning of searching and reception modes of study. The following five studies are discussed: (1) J.R. Dale, the effects on achievement of using the forced inferential response mode in an intermediate grade population-geography unit; (2) D.D. Dumbleton, the effects of guided inquiry and expository materials on cognitive learning, retention, and transfer in a social studies unit for secondary level students; (3) R.P. Fishburne, a comparison of a programmed and a non-programmed text on evolution for the fifth grade; (4) J.C. Pelletti, the effects of graphic roles on learning geography materials in the middle grades; and (5) F. Thomas, the use of programmed instruction for teaching anthropology in the fifth grade. The results of the studies show no significant difference in favor of reception over searching modes. Searching modes, however, are comparatively inefficient when time is a measured variable. The report suggests the need for more systematic research of teaching techniques in social studies which involve the examination of many variables such as learning task, and pupil and teacher aptitude and attitude. Also included is an historical explanation of the popularity of inquiry. (Author/RM)