The Effects of Teaching Methods in Leadership Knowledge Retention: An Experimental Design of Lecture, Experiential, and Public Pedagogy

Finding an effective teaching methodology for leadership educators is daunting. In this experimental study undergraduate leadership students' retention of knowledge was tested after receiving leadership instruction via lecture, experiential learning, and public pedagogy. Results show lecture is...

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Bibliographic Details
Published in:Journal of leadership education 2010-01, Vol.9 (2), p.86-100
Main Authors: Williams, Jennifer, McClure, Megan
Format: Article
Language:English
Subjects:
Achievement Gains
Control Groups
Experiential Learning
Experimental Curriculum
Experimental Groups
Instructional Effectiveness
Intermode Differences
Knowledge Level
Leadership Training
Lecture Method
Problem Based Learning
Retention (Psychology)
Teaching Methods
Undergraduate Students
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Summary:Finding an effective teaching methodology for leadership educators is daunting. In this experimental study undergraduate leadership students' retention of knowledge was tested after receiving leadership instruction via lecture, experiential learning, and public pedagogy. Results show lecture is an inferior method of teaching leadership while public pedagogy had effective and consistent results.
ISSN:1552-9045
1552-9045
DOI:10.12806/V9/I2/RF7