The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management
|dc.contributor.author||Lieux, Elizabeth McKinney||en_US|
|dc.description.abstract||Lecture-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.title||The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management||en_US|
|dc.contributor.department||Hospitality and Tourism Management||en_US|
|thesis.degree.grantor||Virginia Polytechnic Institute and State University||en_US|
|thesis.degree.discipline||Hospitality and Tourism Management||en_US|