Proposal 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.

Location

Room 1909

Publication Type and Release Option

Presentation (Open Access)

 
Mar 9th, 11:00 AM Mar 9th, 11:45 AM

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.