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Giti Kashi*
Karim Karim Doost
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Karim Karim Doost
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International Research Journal of Teacher Education

Comparison of the effect of lecture and video projector teaching methods on students’ attitude, knowledge and practice

Giti Kashi*, Karim Karim Doost

Accepted 13 July, 2015.

Citation: Kashi G, Doost KK (2015). Comparison of the effect of lecture and video projector teaching methods on students’ attitude, knowledge and practice. International Research Journal of Teacher Education, 2(3): 030-035.

Copyright: © 2015. Kashi and Doost. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited.

Abstract

Teachers used video projector in the classroom training. The aim of this research was to compare the students’ attitude, knowledge and practice about food health laboratory in conventional lecture and Video projector methods. In this quasi-experimental study; we grouped 40sophomore students of Environmental Health School, Islamic Azad University, and Tehran Medical Sciences Branch in Iran Country into two groups in April 2014. We collected the data by a researcher-made questionnaire including demographic (5) and food health laboratory (29) questions that used four-point Liker scales. We collected and measured the students’ knowledge and practice about food health laboratory in two groups by using pre and post-test. We analyzed the collected data by SPSS 18 software. The mean scores of the lecture and video projector groups were 10.95±5.28 (2-21), and 11.7±5.21 (6-24), respectively; the difference between the pre-test scores of the two groups was statistically significant (p=0.001). Knowledge scores of the two groups was statistically significant (p=0.001). Students’ practice in video projector method was higher than lecture method. The results indicated that the video projector was more efficacious, and more economic in enhancing the students' knowledge rate. This method led to increasing the students’ knowledge, and practice, it might be applied as a surrogate for traditional training such as lecture method in universities of medical sciences in the country.

Keywords: Food health, knowledge, learning, lecture, video projector