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dc.contributor.authorLieux, Elizabeth McKinneyen_US
dc.description.abstractLecture-based (lB) and Problem-Based learning (PBl) methods of teaching Quantity Food Production and Service were compared. After a pilot study to refine the problems and test the methods of data collection, two sections of the course were taught using the different instructional methods. The classes were compared on knowledge prior to taking either course, grade point average (GPA), attendance, final exam scores, Instructional Development and Effectiveness Assessment (IDEA) student evaluation instrument, and Propensity for Participative Management (PPM) instrument. The PPM instrument was validated with a group of management dietitians (n = 235) and restaurateurs(n = 104).

Students in lB had higher GPAs than students in the PBl section. Students in the PBl section attended more classes than did the lB section. There were no differences between the sections in their prior knowledge of nutrition and food principles (pre-test). There were no differences between the classes in the scores on the final exam. Using linear regression, the only differences which could be found among the students in either the pre-test or final exam were based on the student's grade point average (GPA), not method of teaching.

dc.publisherVirginia Techen_US
dc.subjectteaching methodsen_US
dc.subjectproblem-based learningen_US
dc.subjectparticipative managementen_US
dc.subjectstudent evaluationsen_US
dc.subject.lccLD5655.V856 1996.L548en_US
dc.titleThe effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative managementen_US
dc.contributor.departmentHospitality and Tourism Managementen_US
dc.description.degreePh. D.en_US D.en_US Polytechnic Institute and State Universityen_US and Tourism Managementen_US

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