Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.

Three different Career Development Event (CDE) workshops were analyzed to determine the workshops’ impact on agriculture teachers’ learning gains and self-efficacy. Teaching methods of workshop presenters and self-reported data from participants were examined to determine how professional development opportunities prepare agriculture teachers in the required skills for the specific CDEs. Recruited workshop presenters (N=3) and workshop attendees (N=54) were the convenient population for the study. A significant difference between the pre- and post-self-ratings of knowledge indicated greater learning gains after each workshop. Most workshop participants reported they intend to implement every skill related to the presented CDE content. Self-efficacy was moderately high for the content and specific practices related to each workshop. Overall, findings of this study reported the presenters’ use of specific teaching methods, and the use of andragogy assumptions did not create a difference in the pre- and post-self-ratings of the learning gains nor self-efficacy of the participants.

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The most widely used teaching method, lecture, results in students assuming a passive, non-thinking, information-receiving role. Due to the overwhelming use of lecture, teachers face the criticism that today's graduates lack the ability to think. Proponents claim that the decision case method recently introduced to the agriculture curriculum, will transform passive learners into active thinkers, problem solvers, and decision makers. A study was conducted to compare the effects of decision case and traditional lecture teaching methods on student cognitive learning and attitudes toward instruction. The study used a 2 x 2 factorial design. Students were randomly assigned to a teaching method and an instructor. Each instructor taught identical content using both a decision case and a traditional lecture method. Following instruction, each student completed a 40-question, multiple-choice cognitive exam, and a semantic differential attitude scale. Analysis of covariance techniques were used to test the research hypotheses. In this study, there were no significant differences in cognitive learning between students who received decision case or traditional lecture instruction. However, students receiving the decision case method had significantly more positive attitudes toward the instruction. / Master of Science

The problem of this study is to analyze and evaluate methods of making sixth grade arithmetic meaningful. In the accomplishment of the purpose, the writer made an intensive investigation into teaching methods of arithmetic as set forth by writers from the beginning of the twentieth century to the present day, with special interest centered upon the place of the teacher in the development and utilization of meaningful situations.

The purpose of this investigation is to make a comparative study of compiled data obtained from the results of three standardized tests that were given to six classes of pupils enrolled in seventh-grade arithmetic and to determine, within the limits established for this study, the relative effectiveness of each of the two teaching methods employed: traditional and experience.

This study attempts to show the best methods and plans used by contemporary geography teachers.

The school journey is one of many visual aids in perceptual learning. It is not the purpose of the writer to over-estimate the values of this method of teaching, but to suggest it as one activity that meets the need of many individuals for growth and maturation, as well as a technique for capturing the educational values of direct contact with the world in which children live.

The theoretical part of the diploma thesis summarizes the conception of the theory of Word species from several professional manuals of Czech grammar. It also deals with Language and language communication in the Framework education programme of basic education. This part also getting the terms like teaching methods, traditional teaching methods and innovative teaching methods. In practical part there are already processed innovative methods of teaching selected word species at the first stage of elementary school and their practical verification. It also describes the depiction of curriculum word species in selected Czech language textbooks for the first stage of the elementary school, which are also evaluated here.