Using a non-equivalent control group design in educational research /
This case study considers how a non-equivalent control group design was used in a PhD study examining the impact of a multiple intelligence teaching approach on student engagement and learning. Two groups of second year undergraduate nursing students undertook the study: a treatment group (n = 26) a...
| Main Authors: | , |
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| Format: | eBook |
| Language: | English |
| Published: |
London :
SAGE Publications Ltd,
2017.
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| Series: | SAGE Research Methods. Cases.
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| Subjects: | |
| Online Access: | Connect to the full text of this electronic book |
| Summary: | This case study considers how a non-equivalent control group design was used in a PhD study examining the impact of a multiple intelligence teaching approach on student engagement and learning. Two groups of second year undergraduate nursing students undertook the study: a treatment group (n = 26) and a control group (n = 18). The intervention for the treatment group used a five-phase multiple intelligence teaching approach model, whereas the control group received traditional teaching approaches. The Multiple Intelligence Development Assessment Scale (MIDAS)questionnaire, which includes three intellectual style (IS) scales, was used to profile participants' multiple intelligences (MIs) and to ascertain whether multiple intelligence teaching approach affected treatment group scores on MIDAS MI and IS. The dependent variables were participants' "Nursing Practice Studies" exam results, other module exam results, and MIDAS MI and IS score results. Data were analyzed using parametric (t-tests, Pearson's correlations, and analyses of covariance) and non-parametric methods (Mann-Whitney U test and Spearman's rank correlations). Statistically significant differences were found between groups, with the treatment group outperforming the control group in "Nursing Practice Studies" exam results. Findings on other module exam results also revealed some statistically significant differences. The MIDAS MI and IS scores for both control and treatment groups revealed significant differences in participants' scores. In addition, significant changes in MIDAS MI and IS scores were observed within groups. It is contended that multiple intelligence teaching approach has great potential in third-level nursing education to enhance student learning. |
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| Physical Description: | 1 online resource : illustrations. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9781526419156 1526419157 |