Longitudinal Analysis of an Innovative Teaching Intervention

Authors

  • Ralph F. Catalanello
  • Daniel C. Brenenstuhl
  • Albert S. King

Abstract

"This paper is a longitudinal study of the possible differences which three teaching methodologies used in an introductory management course might have upon students’ perceived leaning, satisfaction and personal growth in a capstone course. Approximately 200 of the original 500 students that were randomly assigned in their introductory management course to laboratory sections in which an experiential, simulation or discussion method of instruction was utilized, completed an evaluation questionnaire at the conclusion of their “graduating seniors” only business policy course. The capstone course required of all majors in the College of Business used a complex business simulation as well as lectures and cases. The findings show that generally the students involved in experiential and simulation sections of their introductory management course provided slightly more negative evaluations of their capstone course experience. Although significant statistical differences were not found between the students, the results suggest that further research concerning the longitudinal effect of various teaching methodologies on student learning using more specifically concurrent instructional approaches night be significant. "

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Published

1982-03-13