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The Effectiveness of an Instructor’s Intervention Using Questioning Strategy in Physiology Class

Other Titles
 The Effectiveness of an Instructor’s Intervention Using Questioning Strategy in Physiology Class 
Authors
 Duck Sun Ann  ;  Eun Young Hwang  ;  Eunbae B. Yang 
Volume
 13 
Number
 1 
Start Page
 45 
End Page
 49 
Issue Date
2011
Keywords
Questioning strategy ; Meaningful learning ; Learning effect
Abstract
This study was done to analyze students’ learning and its lasting effect by teaching strategy involving questioning. This study was performed with 68 students who were enrolled in a physiology class of the Yonsei University College of Medicine in Seoul, Korea, in 2003. The students were randomly divided into 2 groups. One group was taught in a way where students asked questions and the instructor answered the questions. For the other group of students, the instructor asked questions, and the students answered the questions. We performed a pre-test before the study begins and post-tests immediately, 3 weeks, and 6 weeks after the study. The results were analyzed by using analysis of covariance and repeated measures analysis of variance. A higher learning effect was observed in a group where questions were asked by students compared with the other group. The post-test results showed no significant difference in the lasting effect of learning according to the teaching strategy. Students’ learning significantly improved when students asked questions and the instructor answered the questions compared with the strategy of the instructor asking questions and students answering to the questions
Files in This Item:
oak-pub-00391 Download
DOI
2011
Appears in Collections:
1. College of Medicine (의과대학) > Korean Medical Education Review (의학교육논단) > 1. Publications
URI
https://ir.ymlib.yonsei.ac.kr/handle/22282913/159022
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