Cited 0 times in

125 42

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

Authors
 Duck Sun Ann ; Eun Young Hwang ; Eunbae B. Yang 
Citation
 Korean Medical Education Review (의학교육논단), Vol.13(1) : 45~49, 2011 
Journal Title
 Korean Medical Education Review (의학교육논단) 
ISSN
 2092-5603 
Issue Date
2011
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.
URI
http://ir.ymlib.yonsei.ac.kr/handle/22282913/93443
Appears in Collections:
1. 연구논문 > 1. College of Medicine > Dept. of Medical Education
1. 연구논문 > 1. College of Medicine > Dept. of Physiology
Yonsei Authors
사서에게 알리기
  feedback
Files in This Item:
T201102156.pdfDownload
Export
RIS (EndNote)
XLS (Excel)
XML

qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Browse