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

 Duck Sun Ann  ;  Eun Young Hwang  ;  Eunbae B. Yang 
 Korean Medical Education Review (의학교육논단), Vol.13(1) : 45-49, 2011 
Journal Title
 Korean Medical Education Review  (의학교육논단) 
Issue Date
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.
Appears in Collections:
1. Journal Papers (연구논문) > 1. College of Medicine (의과대학) > Dept. of Medical Education (의학교육학과)
1. Journal Papers (연구논문) > 1. College of Medicine (의과대학) > Dept. of Physiology (생리학교실)
Yonsei Authors
안덕선(Ahn, Duk Sun) ; 양은배(Yang, Eun Bae)
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