To Determine Differences in Students' Generational (Age) Differences and Their Preferences for Teaching Methodologies

2.50
Hdl Handle:
http://hdl.handle.net/10755/153758
Type:
Presentation
Title:
To Determine Differences in Students' Generational (Age) Differences and Their Preferences for Teaching Methodologies
Abstract:
To Determine Differences in Students' Generational (Age) Differences and Their Preferences for Teaching Methodologies
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Martin, Tina M., RN, MSN, CFNP
P.I. Institution Name:University of Mississippi Medical Center
Title:Instructor
Co-Authors:Anne A. Norwood, RN, MSN, CS-FNP; Jean T. Walker, RN, PhD; Lisa Haynie, RN, MSN, CS-FNP; Jill S. White, RN, MSN; Rowena W. Elliott, RN, PhD, CNN, BC, CLNC
Abstract Objective: To determine differences in students generational (age) differences and their preferences for teaching methodologies. Design: A descriptive survey design was utilized to compare the generational differences among students to their perceived preferences in teaching methodologies. Population, Sample, Setting, and Years: The population of interest was junior and senior nursing students enrolled in an undergraduate 4-year program. The setting was in a southern state in America during the Fall semester of 2003. Concepts or Variables Studied Together or Intervention and Outcome Variables: The concepts of age, in relationship to the generation X or Y, were studies in terms of student’s preferences for various teaching methodologies such as case study, lecture, handouts, worksheets, Internet activities, group work in class, and group work outside of class, self-study, tests, games, hands-on activities. Methods: This exploratory study was conducted with a survey design that was piloted among graduate educators and where inter-rater reliability was obtained. The 30-item, likert scale questionnaire was administered to 82 juniors nursing students and 52 senior nursing students. Findings: Results indicated that the majority of participants preferred different teaching methodologies in addition to traditional didactic lecture. Significance was demonstrated in group work (p= .001), lecture (p=.001), new material (p= .024), reading independently (p= .020), and web-based learning (p= .001). Findings also concluded that trust was a significant influence associated with senior students when compared to the junior students (p= .003). Conclusions: Data demonstrate insight into student perceptions of learning styles and relationships between critical-thinking and generational differences. There was a significant difference between the perceived effectiveness of various teaching modalities between the junior and senior nursing students. Implications: This study enhances the understanding of relationships between generational differences and critical thinking teaching methodologies that may influence how an educator plans to transfer knowledge to the students.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTo Determine Differences in Students' Generational (Age) Differences and Their Preferences for Teaching Methodologiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153758-
dc.description.abstract<table><tr><td colspan="2" class="item-title">To Determine Differences in Students' Generational (Age) Differences and Their Preferences for Teaching Methodologies</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Martin, Tina M., RN, MSN, CFNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Mississippi Medical Center</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Instructor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">tmartin@son.umsmed.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Anne A. Norwood, RN, MSN, CS-FNP; Jean T. Walker, RN, PhD; Lisa Haynie, RN, MSN, CS-FNP; Jill S. White, RN, MSN; Rowena W. Elliott, RN, PhD, CNN, BC, CLNC</td></tr><tr><td colspan="2" class="item-abstract">Abstract Objective: To determine differences in students generational (age) differences and their preferences for teaching methodologies. Design: A descriptive survey design was utilized to compare the generational differences among students to their perceived preferences in teaching methodologies. Population, Sample, Setting, and Years: The population of interest was junior and senior nursing students enrolled in an undergraduate 4-year program. The setting was in a southern state in America during the Fall semester of 2003. Concepts or Variables Studied Together or Intervention and Outcome Variables: The concepts of age, in relationship to the generation X or Y, were studies in terms of student&rsquo;s preferences for various teaching methodologies such as case study, lecture, handouts, worksheets, Internet activities, group work in class, and group work outside of class, self-study, tests, games, hands-on activities. Methods: This exploratory study was conducted with a survey design that was piloted among graduate educators and where inter-rater reliability was obtained. The 30-item, likert scale questionnaire was administered to 82 juniors nursing students and 52 senior nursing students. Findings: Results indicated that the majority of participants preferred different teaching methodologies in addition to traditional didactic lecture. Significance was demonstrated in group work (p= .001), lecture (p=.001), new material (p= .024), reading independently (p= .020), and web-based learning (p= .001). Findings also concluded that trust was a significant influence associated with senior students when compared to the junior students (p= .003). Conclusions: Data demonstrate insight into student perceptions of learning styles and relationships between critical-thinking and generational differences. There was a significant difference between the perceived effectiveness of various teaching modalities between the junior and senior nursing students. Implications: This study enhances the understanding of relationships between generational differences and critical thinking teaching methodologies that may influence how an educator plans to transfer knowledge to the students.</td></tr></table>en_GB
dc.date.available2011-10-26T12:29:42Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T12:29:42Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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