The Effect of Preference for Method and Type of Method of Comprehension of Verbal Material
A 2 X 2 factorial design employing two levels each of type of method and preference for method was used to evaluate the respective effects of the factors on comprehension. The procedure involved the subjects’ using either a reading method or a lecture method in studying a particular content material. Some of the subjects preferred the method they used, while others did not. The result gathered from 162 college students indicated that preference for method was not related to comprehension, while the method of reading resulted in significantly higher comprehension scores than did the method of lecturing.