Type of Document	Dissertation
Author	Lieux, Elizabeth McKinney
URN	etd-06062008-152010
Title	The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management
Degree	PhD
Department	Hospitality and Tourism Management
Advisory Committee	Advisor Name Title No Advisors Found
Keywords	teaching methods problem-based learning participative management student evaluations
Date of Defense	1996-08-05
Availability	restricted
Abstract Lecture-based (lB) and Problem-Based learning (PBl) methods of teaching Quantity Food Production and Service were compared. After a pilot study to refine the problems and test the methods of data collection, two sections of the course were taught using the different instructional methods. The classes were compared on knowledge prior to taking either course, grade point average (GPA), attendance, final exam scores, Instructional Development and Effectiveness Assessment (IDEA) student evaluation instrument, and Propensity for Participative Management (PPM) instrument. The PPM instrument was validated with a group of management dietitians (n = 235) and restaurateurs(n = 104). Students in lB had higher GPAs than students in the PBl section. Students in the PBl section attended more classes than did the lB section. There were no differences between the sections in their prior knowledge of nutrition and food principles (pre-test). There were no differences between the classes in the scores on the final exam. Using linear regression, the only differences which could be found among the students in either the pre-test or final exam were based on the student's grade point average (GPA), not method of teaching.
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