The effectiveness of nontraditional methods of instruction in health sciences
Abstract
The purpose of this research was to investigate the impact of nontraditional teaching methods on nontraditional college students. The study took place at a small junior college in north central Indiana. Two anatomy and physiology classes with high nontraditional (70%) student enrollment were examined. A mixed method design was used for data collection. Results indicated that no statistically significant differences were found in post-test scores; however, there were practical differences with respect to grades. The average post-test score for students receiving the intervention or nontraditional delivery was 80% while those in the traditional class had an average score of 73%. These scores translate into a difference of an entire letter grade between students receiving the nontraditional treatment and those engaged in the traditional instruction. The following research question guided the study: Will nontraditional student learning outcomes be more successful if content delivery were more learner-centered?
Degree
Ph.D.
Advisors
Harper, Purdue University.
Subject Area
Health education|Health education|Curriculum development
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