Abstract
LECTURE VS. CASE STUDY/DISCUSSION METHODS IN TEACHING.
A GRADUATE COURSE IN THE INTRODUCTION TO LEARNING DISABILITIES.
Rosalind W. Rothman.
Teachers in higher education today are inadequately prepared for their roles as teachers. This has been due to many factors: (1) The present emphasis in graduate schools of education is on what to teach but not how to teach. (2) Past research has concentrated on teacher effectiveness as opposed to the actual method or process of teaching. (3) There have been conflicting conclusions regarding the effectiveness of teaching methodologies.
The present study attempted to determine which teaching methodology, lecture or case study/discussion, was more effective in terms of students{u0092} knowledge gain and sensitivity to children with special learning problems.
Forty-eight graduate students enrolled in two sections of an introductory graduate course in the field of Learning Disabilities comprised the sample. One section was instructed using the lecture method and the other section was instructed using the case study/discussion method. The latter consisted of a written presentation of a case, audiovisual materials, tangible materials and objects, as well as human resources. Both classes received the same information although class presentation differed.
A pretest/posttest knowledge test and sensitivity scale were administered to both groups. In addition, the posttest contained a Case Study Vignette.
Major findings revealed that: (1) The Lecture group did marginally significantly better in terms of knowledge gain; (2) The Case Study/Discussion group did significantly better in terms of acquiring greater sensitivity toward learning disabled children; and (3) The Case Study/Discussion group was better able to analyze, in-depth, the special problems of learning disabled children.
Results of the study suggest that, while both the lecture and case study/discussion teaching methodologies have value and should be used in the area of special education, a combination lecture-case study/discussion method might be a more effective approach to teaching special education.