Which one of the following is not a quality of Lecture Method?

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Accepted Answer

Correct answer: B — ConceptThe lecture method is a teacher-centred, expository method: the teacher presents the subject matter orally and continuously to the whole class, while the class listens and takes notes. Communication runs one way, from the speaker to the group. Both the merits and the demerits of the method follow from that single structural fact. A stated outcome counts as a quality of the lecture method when the outcome is produced by the teacher’s own presentation; it belongs to the method’s demerits when the outcome has to be produced by the learner’s active mental work during the lesson, because a listening class is never asked to do that work. ApplicationApply that test to each statement in turn — ask where the stated outcome would have to be produced. Stated outcome Where the outcome is produced Standard classification It saves time and power. By the teacher’s presentation: one planned exposition serves the whole class at once, so a large body of content is covered in little time and with little teacher effort. Quality — economy of time and energy. Development of reasoning and thinking power. By the learner’s own analysing, questioning, comparing and inferring — activity the lecture never calls for, since the learner’s part in the session is to listen. Demerit — the standard objection to the method. Reading content can be made more clear than the text-book. By the teacher’s presentation: spoken emphasis, illustration, restatement and on-the-spot elaboration open out a passage in ways the fixed print of a book cannot. Quality — better clarification than the text-book. It leads to self-study habits in students. By the follow-up work the lecture sets in motion: the outline, the references and the notes taken in class give the learner definite material to read and revise alone. Quality — it fosters the habit of self-study. Cross-checkCross-check against the methods chosen precisely for reasoning — the heuristic (discovery) method, the problem-solving method, the project method and the discussion method. Each of these puts the learner in the active role, framing questions, testing ideas and reaching conclusions, and that is where reasoning and thinking power are developed. The lecture method is chosen instead for coverage, economy and clarity of exposition, and standard pedagogy texts accordingly place “no opportunity for reasoning and thinking” among its demerits. The classification of the remaining statements is less settled — some texts attach the growth of independent study to the supervised-study and inquiry methods rather than to the lecture. This paper follows the usual examination listing, under which economy of time and energy, clearer exposition than the text-book, and the reading and note-work a lecture sets in motion are counted among the qualities of the method, and the growth of reasoning and thinking power is the one stated exception. Hence the statement that is not a quality of the lecture method is “Development of reasoning and thinking power.”

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A. It saves time and power.

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B. Development of reasoning and thinking power.

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C. Reading content can be made more clear than the text-book.

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D. It leads to self-study habits in students.

Stated outcome	Where the outcome is produced	Standard classification
It saves time and power.	By the teacher’s presentation: one planned exposition serves the whole class at once, so a large body of content is covered in little time and with little teacher effort.	Quality — economy of time and energy.
Development of reasoning and thinking power.	By the learner’s own analysing, questioning, comparing and inferring — activity the lecture never calls for, since the learner’s part in the session is to listen.	Demerit — the standard objection to the method.
Reading content can be made more clear than the text-book.	By the teacher’s presentation: spoken emphasis, illustration, restatement and on-the-spot elaboration open out a passage in ways the fixed print of a book cannot.	Quality — better clarification than the text-book.
It leads to self-study habits in students.	By the follow-up work the lecture sets in motion: the outline, the references and the notes taken in class give the learner definite material to read and revise alone.	Quality — it fosters the habit of self-study.