Event Title
Examination and Comparison of Modern Teaching Methods
Location
CSU Ballroom
Start Date
21-4-2008 1:00 PM
End Date
21-4-2008 3:00 PM
Student's Major
Chemistry and Geology
Student's College
Science, Engineering and Technology
Mentor's Name
Danae R. Quirk Dorr
Mentor's Department
Chemistry and Geology
Mentor's College
Science, Engineering and Technology
Description
Professors teach with different styles in an effort to enhance student learning. These methods may not always be designed to fit the students' learning styles. Many teaching methods are available to help students excel. Some of these methods may also help students develop a better understanding of the material being presented. Chemistry of Life Processes, Chem 111, was taught at Minnesota State University, Mankato, with traditional lecture and with guided inquiry. In addition to collecting exam scores, the self efficacy and learning styles of students were assessed at the beginning and end of semester. Students' grades were correlated to their learning styles. There were statistically significant differences among grades when comparing the two teaching methods. There was also significant difference between exam scores, with students scoring higher in the guided inquiry than traditional lecture. This difference may indicate that students had established a better understanding of the material when presented in a group learning environment.
Examination and Comparison of Modern Teaching Methods
CSU Ballroom
Professors teach with different styles in an effort to enhance student learning. These methods may not always be designed to fit the students' learning styles. Many teaching methods are available to help students excel. Some of these methods may also help students develop a better understanding of the material being presented. Chemistry of Life Processes, Chem 111, was taught at Minnesota State University, Mankato, with traditional lecture and with guided inquiry. In addition to collecting exam scores, the self efficacy and learning styles of students were assessed at the beginning and end of semester. Students' grades were correlated to their learning styles. There were statistically significant differences among grades when comparing the two teaching methods. There was also significant difference between exam scores, with students scoring higher in the guided inquiry than traditional lecture. This difference may indicate that students had established a better understanding of the material when presented in a group learning environment.
Recommended Citation
Munneke, Megan and Mary Hadley. "Examination and Comparison of Modern Teaching Methods." Undergraduate Research Symposium, Mankato, MN, April 21, 2008.
https://cornerstone.lib.mnsu.edu/urs/2008/poster-session-B/29
