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.

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Apr 21st, 1:00 PM Apr 21st, 3:00 PM

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