Volume 6, Issue 1 (Spring 2006)
Iranian Journal of Medical Education 2006, 6(1): 59-64 |
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Safari M, Yazdanpanah B, Ghafarian H R, Yazdanpanah S. Comparing The Effect Of Lecture And Discussion Methods On Students` Learning And Satisfaction. Iranian Journal of Medical Education 2006; 6 (1) :59-64
URL: http://ijme.mui.ac.ir/article-1-186-en.html
URL: http://ijme.mui.ac.ir/article-1-186-en.html
Abstract: (40067 Views)
Introduction: Revising traditional methods of teaching and using new and active learning methods have been felt as a need by educational systems. The goal of the present study was to compare the effect of lecture and discussion methods on students’ learning and satisfaction. Methods: All nursing and midwifery bachelor students (n=22) who were in their third semester participated in this quasi-experimental study which was performed in Yasouj University of Medical Sciences in 2004. A two credit maternal and neonatal nursing course was planned according to the course outline in 16 sessions during the semester, each session lasting for 2 hours. The students received lecture as the teaching method for the first 8 sessions of the course and in the latter 8 sessions, they participated in group discussions. They took a multiple choice question test after each method of learning. Also, a 23 item valid and reliable questionnaire using Likert scale was applied for measuring students’ satisfaction. Data was analyzed using t-test and Fisher exact test by SPSS software. Results: The students’ mean test score in lecture method was significantly lower than discussion method. There was no significant difference between students’ overall satisfaction scores in lecture and discussion methods. Students’ satisfaction from exam and course evaluations showed a significant difference between the two methods. Conclusion: Students’ learning increased during discussion method. It is recommended to increase students’ participation by applying active teaching methods which can provide the opportunity for more learning.
Type of Study: Original research article |
Received: 2007/02/10 | Accepted: 2006/06/15 | Published: 2006/06/15 | ePublished: 2006/06/15
Received: 2007/02/10 | Accepted: 2006/06/15 | Published: 2006/06/15 | ePublished: 2006/06/15
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