Peer reviewedERIC Number: EJ449220
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0142-159X
EISSN: N/A
Knowledge Increment Assessed for Three Methodologies of Teaching Physiology.
Grieve, Clayton
Medical Teacher, v14 n1 p27-32 1992
Compares differences in successive pretest/posttest scores for 46 undergraduate volunteers following the application of distinct teaching formats to each of 3 consecutive subsections of a human physiology course. Indicates scores increased favorably for audio-visual lecture and self-study tutorial formats but no significant increase for didactic lecture format. (eight references) (JJK)
Descriptors: Achievement Gains, Audiovisual Instruction, Classroom Techniques, Comparative Analysis, Foreign Countries, Higher Education, Lecture Method, Physiology, Pretests Posttests, Programed Instruction, Questionnaires, Science Education, Student Attitudes, Student Evaluation of Teacher Performance, Teaching Methods, Undergraduate Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A
