Chair: LITCHFIELD, BRENDA CAROL
DAI-A 59/07, p. 2326, Jan 1999

This study investigated the effectiveness of lecture-based and engaged learning as instructional methods for a group of low socioeconomic African American secondary learners. Also investigated was the personality designations of this group of low socioeconomic African American secondary learners. Eighty-four low socioeconomic African American secondary learners studied consumer math topics for two weeks in their regular classrooms. One group studied consumer math topics in a lecture-based classroom while one group studied the same consumer math topics in an engaged-learning classroom. The dependent variable was math academic achievement. An ANCOVA was used to analyze math academic achievement. A significant difference was found for math academic achievement between groups, favoring engaged learning. Results obtained from this research study may suggest an alternative teaching method for the educator interested in providing a learning environment that is effective for the low socioeconomic African American secondary student. Engaged learning, constructivist learning environments, and alternative assessments are also discussed.