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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
Questioning strategy ; Meaningful learning ; Learning effect
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.
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Appears in Collections:
1. College of Medicine (의과대학) > Dept. of Medical Education (의학교육학과) > 1. Journal Papers
1. College of Medicine (의과대학) > Dept. of Physiology (생리학교실) > 1. Journal Papers
Yonsei Authors
Ahn, Duk Sun(안덕선) ORCID logo https://orcid.org/0000-0001-9351-6951
Yang, Eun Bae(양은배) ORCID logo https://orcid.org/0000-0002-6771-1929
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