The purpose of the present study was to compare the effectiveness of case-based instruction and lecture-discussions in enhancing students' multicultural social work competence and their reflective self-regulation to learn multicultural social work. The sample consisted of undergraduate social work students enrolled in a multicultural social work practice course which was composed of two classes, the Special Bachelor of Social Work (SBSW) and the Regular Bachelor of Social Work (RBSW). The students in the SBSW had higher levels of education, mean age, and mean GPA than the students in the RBSW class. Each of these classes was divided into two sections. Participants were randomly assigned to these two sections in which case-based instruction in a section (n = 20 for the SBSW class; n = 19 for the RBSW class), and lecture-discussions in the other section (n = 20 for the SBSW class; n = 19 for the RBSW class) were used to teach the same course content. To control for instructor effects, the researcher and another instructor both taught the two sections of each class, one with case-based instruction and the other with lecture and discussions. The randomized pretest posttest control group design was used in this study. Case analyses scored through Cross-Cultural Counseling Inventory-Revised and student self-reports using the Multicultural Counseling Inventory were used to measure multicultural social work competence. To measure levels of students' self-regulated learning in relation to the course, students were administered the Motivated Strategies for Learning Questionnaire. The same data were collected both at the beginning of the study and at the end of the study. The length of the study was 8 weeks. Two procedures were followed to ensure treatment fidelity: two observers recorded the extent to which class plans reflecting the content and methods of instruction were implemented and students completed questionnaires evaluating the extent to which each method of instr
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.35853 |
| Date | January 1998 |
| Creators | Barise, Abdullahi. |
| Contributors | Amundsen, Cheryl (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001656549, proquestno: NQ50109, Theses scanned by UMI/ProQuest. |
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