| A comparative analysis between oral history and the traditional methodology was performed in the instruction of immigration and Black history. Cognitive, affective and preference of instructional methodology variables were studied at an urban secondary school for honors, average and basic ability students in a pre to posttest design. Ten research questions were analyzed using frequency distributions, t-tests, chi-square and verbatim statements.;The data concerning cognitive achievements revealed that oral history produced greater gain scores between pre and posttests than the traditional method and demonstrated statistically significant differences for all ability levels. The implications of this research suggests that oral history may be a legitimate method of teaching both the cognitive and affective domains of immigration and Black history.;It appeared that as an affective motivator, oral history produced superior results in selected areas. Oral history was shown to increase the total group's participation and involvement in the unit of study. For basic ability students, oral history increased the realism of history while honors students were motivated to continue their own study after the unit had been completed. In all other affective areas listed, oral history appeared to be statistically equal to the traditional methodology. The implications of this research suggest that oral history is a competent method of affective instruction and that if used for certain objectives, it may offer potential motivational and attitudinal advantages.;While student preference of instructional methodology did not change between pre and posttest responses in most ability groups, modes of preference for oral history and class discussion were established in both the oral history and traditional groups. This research concluded that students would prefer to be taught by oral history and class discussion as compared to other methods of instructing immigration and Black history.;The overall implications of the research findings suggest that oral history offers the educator an additional alternative for the instruction of two contemporary areas of United States history. However, to ensure the growth and credibility of oral history, continued quantitative and qualitative research must be accomplished. |
