Title page for ETD etd-06302009-040542
|Type of Document
||Allen, Marlo G.
||Using decision cases in agriculture :a comparison of a decision case method and a traditional lecture
||Master of Science
||Crop and Soil Environmental Sciences
|Abaye, Azenegashe Ozzie
|McKenna, James R.
|Camp, William G.
- case study
- Teaching methods
|Date of Defense
The most widely used teaching method, lecture, results in students assuming
a passive, non-thinking, information-receiving role. Due to the overwhelming use
of lecture, teachers face the criticism that today's graduates lack the ability to think.
Proponents claim that the decision case method recently introduced to the
agriculture curriculum, will transform passive learners into active thinkers, problem
solvers, and decision makers. A study was conducted to compare the effects of
decision case and traditional lecture teaching methods on student cognitive
learning and attitudes toward instruction. The study used a 2 x 2 factorial design.
Students were randomly assigned to a teaching method and an instructor. Each
instructor taught identical content using both a decision case and a traditional
lecture method. Following instruction, each student completed a 40-question,
multiple-choice cognitive exam, and a semantic differential attitude scale. Analysis
of covariance techniques were used to test the research hypotheses. In this study,
there were no significant differences in cognitive leaming between students who
received decision case or traditional lecture instruction. However, students
receiving the decision case method had significantly more positive attitudes toward
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