Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
As part of research supported by the Educational Advancement Foundation, the authors conducted a quasi-experimental study comparing the effects of a student-centered and inquiry-based teaching technique, known as a Modified Moore Method or MMM, with those of lecture-based teaching methods. To study the students' attitudes, beliefs and self-efficacy and performance, the students were asked to complete a survey twice each semester and take a common final exam. This panel session includes a description of what MMM entails, what the students and instructors do both in class and out, and how MMM could be used in other classes. We will discuss what an instructor who uses these methods for the first time may encounter and give hints for avoiding foreseeable pitfalls. We will also discuss the numerous benefits to the students and give a summary of the statistically significant results.
Session Format
Presentation
Location
Room 1909
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Bailey, Brad; Briggs, Karen; and Cooper, Tom, "Effects of Student-Centered, Inquiry-Based Teaching on Performance, Attitudes, and Efficacy" (2011). SoTL Commons Conference. 5.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/5
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
Effects of Student-Centered, Inquiry-Based Teaching on Performance, Attitudes, and Efficacy
Room 1909
As part of research supported by the Educational Advancement Foundation, the authors conducted a quasi-experimental study comparing the effects of a student-centered and inquiry-based teaching technique, known as a Modified Moore Method or MMM, with those of lecture-based teaching methods. To study the students' attitudes, beliefs and self-efficacy and performance, the students were asked to complete a survey twice each semester and take a common final exam. This panel session includes a description of what MMM entails, what the students and instructors do both in class and out, and how MMM could be used in other classes. We will discuss what an instructor who uses these methods for the first time may encounter and give hints for avoiding foreseeable pitfalls. We will also discuss the numerous benefits to the students and give a summary of the statistically significant results.
