The effect of supplemental lecture, evaluation method and instructional type on student performance in a preclinical technique project

This study examined two types of instruction, two methods of evaluation, and the effects of a supplemental lecture in teaching a laboratory technique exercise. Students were randomly assigned to one of four groups: (1) self-instruction, self-evaluation; (2) self-instruction, teacher-evaluation; (3)...

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Vydané v:Journal of dental education Ročník 43; číslo 5; s. 276
Hlavní autori: Gershen, J A, Jedrychowski, J R
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: United States 01.05.1979
Predmet:
Composite Resins
Dental Restoration, Permanent
Education, Dental
Educational Measurement
Evaluation Studies as Topic
Humans
Laboratories, Dental
Motor Skills
Pediatric Dentistry - education
Self-Evaluation Programs
Teaching - methods
Time Factors
ISSN:0022-0337
On-line prístup:Zistit podrobnosti o prístupe
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Popis
Shrnutí:This study examined two types of instruction, two methods of evaluation, and the effects of a supplemental lecture in teaching a laboratory technique exercise. Students were randomly assigned to one of four groups: (1) self-instruction, self-evaluation; (2) self-instruction, teacher-evaluation; (3) teacher-aided instruction, self evaluation; and (4) teacher-aided instruction, teacher-evaluation. In addition, half of the students in each of the four groups received a supplemental lecture. Ratings of technical performance, a didactic posttest, and project completion time, were used as outcome measures. Of 27 main treatment effects tested, 25 demonstrated no significant differences. This study fails to demonstrate any major advantage of using self versus traditional forms of instruction and evaluation when student performance is the primary consideration.
Bibliografia:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ObjectType-Undefined-3
ISSN:0022-0337
DOI:10.1002/j.0022-0337.1979.43.5.tb01262.x