Achievement orientation and teaching methodology : a relationship that affects learning Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dr26z260n

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  • The central purpose of this study was to examine the influence of achievement orientation and teaching methodology on the learning of theoretical content related to nursing. The sample came from Senior nursing students from the Oregon Health Sciences University, enrolled in Nursing 460 during the academic year 1982-1983. Fall Term subjects became the pilot group. Winter Term subjects experienced the Lecture Method (LM) treatment. Spring Term subjects experienced the Case-Solving (CS) treatment. The subjects were further divided into four achievement orientation categories, based on their scores on the Achievement via Independence and Achievement via Conformance scales of the California Psychological Inventory. Conclusions based on the results of statistical analysis are as follows. The subjects were essentially representative of the population. There were four significant differences made by teaching methodology. CS subjects scored higher on the Septic and ICP decision-making exercises. CS subjects scored higher on the ICP portion of the final examination. CS subjects scored higher on Non-Nursing and Recognition question types. LM and CS subjects both scored higher on different aspects of the Application unit question type. There was one significant difference based on achievement orientation. The AC group had the highest GPA. There were no significant interactions between teaching methodology and achievement orientation. Correlations among the major variables, often statistically significant, indicated low to moderate relationships. Correlations within the categories of test questions (Nursing, Non-Nursing, Recognition, and Application) were higher than the correlations between the categories. Thus, the categories of test questions were distinct and measured different aspects of learning theoretical nursing content. On the evaluation tool, Septic correlations and reliability coefficients were consistently higher than the ICP correlations and reliability coefficients. It can be concluded that unless the evaluation tool is consistently completed, the results may not be reliable. The reliability coefficients for the Achievement via Independence and Achievement via Conformance scales were in the low-moderate range and bring into question the internal consistency of the two scales. Further investigation of the decision-making exercises and their clinical application, and of the evaluation tool, is warranted.
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