The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management

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.

There were significant differences in the students’ perceptions of the class as measured by the IDEA instrument. LB students indicated a significantly higher rating for their gain in factual knowledge, for five variables relating to the instructor's communication of content and purpose about the course, and for the instructor's ability to introduce stimulating ideas about the subject. PBL students thought the course was more difficult than did LB students but they developed effective communication skills, were stimulated to higher intellectual effort, and thought that PBL was better for three parameters of involving students.

There were no differences between the students in terms of their propensity to practice participative management in the future either before the class began or after the learning experience. There were differences between the students’ perception of participation in their organizations and the perceptions of dietitians and restaurateurs. Students were less likely to trust their subordinates/peers, were less likely to believe that participative management promoted positive relationships in the organization, and had less intention to practice participative management in the future than did the NRA/ADA professionals.

Problem-Based Learning was demonstrated to provide an equivalent mastery of subject matter as a traditional method of teaching. PBL students were more involved in their learning, were stimulated to higher intellectual achievement, and improved their communication skills to a greater extent than LB students. There appeared to be no difference in likelihood to become a participative manager as a result of either teaching method.