Geographic Place Location Knowledge: An Empirical Investigation into the Performance of University Undergraduate Students as a Result of Cognitive Theory Based Instruction
Date of Award
Doctor of Education
Dr. Lawrence Schlack
Dr. Uldis Smidchens
Dr. Joseph Stoltman
The major purpose of the study was to determine the effects of cognitive based Atlas Exercises and cognate materials (films, data sheets, readings from a geography book, regional examinations and map tests, book reviews, transparencies, a map module, wall maps, and slides) on the geographic place location knowledge of undergraduate university and/or college students. The research sample (n = 371) consisted of students enrolled in introductory geography courses located in three institutions of higher education in Michigan. Three researcher designed survey instruments were utilized for data collection: Background Data Questionnaire, Map Location Test I, and Map Location Test II. These instruments were utilized in a Pretest-Posttest Control Group Design.
All subjects were placed into one of three experimental groups. Each group was given varying degrees of cognitive based or no specially prepared cognitive based instruction. A One-Way Analysis of Variance was applied to test the hypothesized relationships between the independent and dependent variables. Differences in mean test scores were observed in geographic place location knowledge among the three groups.
It was concluded that cognitive theory based exercises and cognate instructional materials do, in fact, enhance geographic place location knowledge of undergraduate university and/or college students. The implications for educational practice and recommendations for future research are offered.
Khan, Sharafat, "Geographic Place Location Knowledge: An Empirical Investigation into the Performance of University Undergraduate Students as a Result of Cognitive Theory Based Instruction" (1984). Dissertations. 2363.