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|a LB1025.3.F73 2008_FrancoMaryJane |2 BU-Local |
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|a Comparing students' knowledge, instructors' teaching style, philosophy, and practices in a computer course |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xi, 150 leaves : |b ills., charts ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 112-121). |
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|a Copyright Mary Jane Franco. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The quality of teaching and learning across freshmen multi-section courses are persistent concerns of university professors and administrators. In 2003, the Computer Science Department at a small, private university in South Florida began collecting data to evaluate student learning in a multi-section introductory computer course. Data collected over three years revealed that student performance between the pretest and posttest differed among the sections. All sections used the same course program, textbooks, and classroom setting; therefore, the differences between the scores suggested a teacher factor. The purpose of this study was to examine the various teacher factors, such as teaching style, philosophy of teaching, and methods of instruction in each section of the introductory computer course and to compare students’ knowledge of course content using a pretest and posttest. Method: In the fall of 2007, four professors agreed to participate in the study. A mixed methods concurrent triangulation design was used to simultaneously collect and analyze quantitative and qualitative data. Quantitative data sources included: (a) gain in the students’ scores between a pretest and a posttest to determine their knowledge of the course content; (b) the Teaching Style Inventory to assess attitudes and behaviors associated with each of the five styles (expert, formal authority, personal model, facilitator, and delegator); and (c) the Teaching Perspectives Inventory to determine the instructor’s dominant philosophy of teaching (transmission, developmental, apprenticeship, nurturing, and social reform). Qualitative data sources included: (a) three classroom observations during the college semester to determine actual methods of teaching employed by the faculty; and (b) a semi structured, audio-taped interview designed to elicit the instructors’ perceptions about effective teaching and motivational strategies. Major Findings: The results of this study support the position that the teaching style, philosophy of teaching, and methods of instruction have a differential effect on student pretest and posttest scores: These findings are related to (a) Net generation learners, (b) student content knowledge, (c) teaching style, (d) philosophy or perspective on teaching, and (e) teaching strategies and methods employed. This study on teaching and learning was a journey into the thoughts and teaching practices of the instructors teaching the introductory computer course. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Effective teaching |x United States. |
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|a Teacher effectiveness. |
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|a Teaching |x Philosophy. |
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|a Teaching |x United States. |
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|a Education |x Study and teaching |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001523/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/23/00001/LB1025_3_F73 2008_FrancoMaryJanethm.jpg |
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|a Theses and Dissertations |
