An Assessment of the Effect of Experiential, Simulation and Discussion Pedagologies Used In Laboratory Sections of an Introductory Management Course

Authors

  • Ralph F. Catalanello
  • Daniel C. Brenenstuhl

Abstract

This paper examines the influence of three different teaching methodologies upon students’ cognitive learning, problem- solving skill development, perceived learning and satisfaction. Approximately 500 students in an introductory management course were randomly assigned to laboratory sections in which an experiential, simulation or discussion method of instruction was utilized. One-way analysis of variance identified significant differences between the students in the six discussion, the five simulation, and the five experiential sections. Perceived learning levels and satisfaction levels were found to differ significantly between teaching methodologies, while no statistically significant differences were found between the three experimental groups on cognitive learning or problem-solving skill development.

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Published

1977-03-13