COMPARISON EFFECTS OF FEEDBACK LECTURE AND CONVENTIONAL LECTURE METHOD ON LEARNING AND QUALITY OF TEACHING

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HEYDARI T.; KARIMAN N.A.S.; HEYDARI ZAHRA; AMIRI FARAHANI L.

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Journal: ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ) Year:2010 | Volume:12 | Issue:4 (49) (SUPPL. 1) Page(s): 34-43

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Title

COMPARISON EFFECTS OF FEEDBACK LECTURE AND CONVENTIONAL LECTURE METHOD ON LEARNING AND QUALITY OF TEACHING

Author(s)

HEYDARI T. | KARIMAN N.A.S. | HEYDARI ZAHRA | AMIRI FARAHANI L. | Issue Writer Certificate

Keywords

FEEDBACK LECTUREQ3

LECTUREQ3

LEARNINGQ3

TEACHINGQ3

QUALITYQ3

Abstract

Background: Different studies have shown the inability of traditional LECTURE method to active TEACHING method in concept transmitting of higher LEARNING domain. The aim of this study was comparing the effects of LECTURE/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank">FEEDBACK LECTURE method and conventional LECTURE method on LEARNING and QUALITY of TEACHING.Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by LECTURE/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank">FEEDBACK LECTURE” and “teaching by conventional LECTURE”. Desired topic was presented by one teacher as a 90-minute LECTURE in control group and as two 35-minute LECTUREs with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short term and long term LEARNING and QUALITY of TEACHING form.Results: Demographic characteristics, QUALITY of TEACHING form student’s opinion, total scores of pre and post test were similar in two groups. Results of TEACHING score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups (p=0.011). Also, total and domain scores of post test after a month were not different in both groups.Conclusion: Results indicated that LEARNING by LECTURE/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank">FEEDBACK LECTURE can be more effective than conventional LECTURE method in application and analysis domain.

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APA: Copy

HEYDARI, T., KARIMAN, N.A.S., HEYDARI, ZAHRA, & AMIRI FARAHANI, L.. (2010). COMPARISON EFFECTS OF FEEDBACK LECTURE AND CONVENTIONAL LECTURE METHOD ON LEARNING AND QUALITY OF TEACHING. ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ), 12(4 (49) (SUPPL. 1)), 34-43. SID. https://sid.ir/paper/69126/en

Vancouver: Copy

HEYDARI T., KARIMAN N.A.S., HEYDARI ZAHRA, AMIRI FARAHANI L.. COMPARISON EFFECTS OF FEEDBACK LECTURE AND CONVENTIONAL LECTURE METHOD ON LEARNING AND QUALITY OF TEACHING. ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ)[Internet]. 2010;12(4 (49) (SUPPL. 1)):34-43. Available from: https://sid.ir/paper/69126/en

IEEE: Copy

T. HEYDARI, N.A.S. KARIMAN, ZAHRA HEYDARI, and L. AMIRI FARAHANI, “COMPARISON EFFECTS OF FEEDBACK LECTURE AND CONVENTIONAL LECTURE METHOD ON LEARNING AND QUALITY OF TEACHING,” ARAK MEDICAL UNIVERSITY JOURNAL (AMUJ), vol. 12, no. 4 (49) (SUPPL. 1), pp. 34–43, 2010, [Online]. Available: https://sid.ir/paper/69126/en

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