The effect of teaching method on objective test scores: problem-based learning versus lecture.
This study investigated the effect of teaching method on objective test scores of students in a school of nursing. The hypothesis stated there was a difference between objective test scores of students who were taught content on diabetes using problem-based learning (PBL) and students taught the same content using the traditional lecture method. Junior nursing students enrolled in the Adult Health I nursing course in the fall of 2001 were taught the diabetes content using lecture as the teaching method, while students enrolled in the same course in the spring of 2002 were taught the same content using PBL. A pretest and posttest were administered to both groups of students. Both the pretest and posttest scores of the two groups were compared using an independent t test, and no statistically significant difference was found in the scores of the two groups. The results of this study support the null hypothesis: that there is no difference in objective test scores based on teaching method (lecture versus PBL).
Beers
Geri W
GW
Ida V. Moffett School of Nursing, Samford University, Birmingham, Alabama 35229, USA. gwbeers@samford.edu
D000293:Adolescent; D000328:Adult; D001291:Attitude of Health Personnel; D002755:Choice Behavior; D003920:Diabetes Mellitus / Q000451:nursing; D004508:Education, Nursing, Baccalaureate / Q000379:methods* / Q000592:standards; D004521:Educational Measurement; D005181:Faculty, Nursing / Q000458:organization & administration; D005260:Female; D006801:Humans; D008297:Male; D020380:Needs Assessment; D024802:Nurse's Role; D015402:Nursing Education Research; D018794:Problem-Based Learning / Q000379:methods* / Q000592:standards; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods* / Q000592:standards