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Comparisons of lecture, discussion, and poster modes of instruction of adults ages 59 to 90 attending nutrition sites
Abstract
The problem of identifying relatively effective teaching modes for older adults in nontraditional settings such as nutrition sites was addressed. The specific purpose of this study was to determine the relative effectiveness of lecture, structured discussion and guided poster teaching modes for older adults attending nutrition sites. Osteoporosis was the subject of each teaching session. Of 125 subjects selected from nine Eastern Nebraska Office on Aging nutrition sites and randomly assigned to the three teaching modes, 118 completed the study protocol. Demographic and brain test information was used to classify the subjects into groups based on the parameters of age, education level, socioeconomic level, geographic location and brain hemisphere preference. Questions on osteoporosis were randomly assigned to pretest and posttest. Each subject was given the pretest, followed later in the week by a teaching session, and the posttest after an additional three weeks. The t test and analysis of covariance (ANCOVA) were the statistical tests used. Alpha was set at P $<$ 0.05. By the t test posttest performance was statistically significantly higher than pretest performance for all three teaching modes. To compare the teaching modes, ANCOVA was applied to the posttest scores with pretest scores as covariate, for the overall sample and for each class and category. The poster mode resulted in statistically significantly greater amounts of retained learning over the following modes in the following instances: structured discussion for the overall sample; lecture for individuals graduating from high school without college; and both lecture and structured discussion for individuals living in the metropolitan area. There were no instances of statistically significantly greater amounts of retained learning after instruction by the lecture or structured discussion mode. In conclusion, the instances of statistically significantly greater amounts of retained learning were found only with the poster mode of presentation. This suggests that the poster mode merits further attention, research and development for use with older adults in nontraditional settings.
Subject Area
Adult education|Continuing education
Recommended Citation
Dubes, Margaret Joanne, "Comparisons of lecture, discussion, and poster modes of instruction of adults ages 59 to 90 attending nutrition sites" (1987). ETD collection for University of Nebraska-Lincoln. AAI8810315.
https://digitalcommons.unl.edu/dissertations/AAI8810315