Effectiveness of Inductive and Deductive Teaching Methods in Learning Agricultural Economics: A Case Study
The effects of inductive and deductive teaching method, students' cognitive and affective characteristics and learning style on students' performance are measured. Performance is measured by the scores on tests based on trade concepts and exercises in an introductory course in agricultural...
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| Veröffentlicht in: | NACTA journal 2004-09, Vol.48 (3), p.7-13 |
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| container_title | NACTA journal |
| container_volume | 48 |
| creator | Dameus, Alix Tilley, Daniel S. Brant, Molly |
| description | The effects of inductive and deductive teaching method, students' cognitive and affective characteristics and learning style on students' performance are measured. Performance is measured by the scores on tests based on trade concepts and exercises in an introductory course in agricultural economics. Results suggest that inductive teaching increases students' performance and that learning is enhanced if inductive teaching is done prior to presenting general theories. |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0149-4910 |
| ispartof | NACTA journal, 2004-09, Vol.48 (3), p.7-13 |
| issn | 0149-4910 |
| language | eng |
| recordid | cdi_jstor_primary_43765865 |
| source | JSTOR Archive Collection A-Z Listing |
| subjects | Agricultural economics Economics education Learning styles Mathematical concepts Outcomes of education Pretests Problem solving Standardized tests Teaching methods Test scores |
| title | Effectiveness of Inductive and Deductive Teaching Methods in Learning Agricultural Economics: A Case Study |
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