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Learning the Larynx: A Comparison of...

Boyle, Sarah Renee.

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Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention./
Author:	Boyle, Sarah Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	87 p.
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27959700
ISBN:	9798643170884

Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention.
Boyle, Sarah Renee.

Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 87 p.

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.S.)--Minot State University, 2020.

This item must not be sold to any third party vendors.

No known study has compared similar types of student-made models in an effort to isolate the factors that make one tool more effective for learning and retention or more preferred by students. The current study compared the effectiveness of two types of functional, student-made laryngeal models, which differed in how accurate they were to the size and shape of a human larynx and how complex they were to assemble. Twenty-five anatomy and physiology students were divided into two groups who completed a pre-test and received identical instruction in laryngeal anatomy. Each group assembled, labeled, and turned in a different model larynx (folded or 3D printed). Participants then completed a post-test. Four months later, a retention-test was given. Participants were also given a survey to analyze their perceptions of the model's effectiveness on learning. No significant differences between the groups were noted in learning or retention in anatomy or physiology, or in the students' perceptions of the usefulness of assembly. Significant differences were noted in the amount of time students spent assembling the models. Qualitative analysis showed frustration with assembly impacted students' perceptions of learning. While academic benefits may be similar despite type of model, students completing the 3D printed model had less frustration which increased their perception of learning. Decreased assembly time may have contributed to increased study time, as students had more time to study after assembly.

ISBN: 9798643170884Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Anatomy

Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention.
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245 1 0 $a Learning the Larynx: A Comparison of Two Student-Made Models on Learning and Retention.
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300 $a 87 p.
500 $a Source: Masters Abstracts International, Volume: 81-11.
500 $a Advisor: Beste-Guldborg, Ann.
502 $a Thesis (M.S.)--Minot State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a No known study has compared similar types of student-made models in an effort to isolate the factors that make one tool more effective for learning and retention or more preferred by students. The current study compared the effectiveness of two types of functional, student-made laryngeal models, which differed in how accurate they were to the size and shape of a human larynx and how complex they were to assemble. Twenty-five anatomy and physiology students were divided into two groups who completed a pre-test and received identical instruction in laryngeal anatomy. Each group assembled, labeled, and turned in a different model larynx (folded or 3D printed). Participants then completed a post-test. Four months later, a retention-test was given. Participants were also given a survey to analyze their perceptions of the model's effectiveness on learning. No significant differences between the groups were noted in learning or retention in anatomy or physiology, or in the students' perceptions of the usefulness of assembly. Significant differences were noted in the amount of time students spent assembling the models. Qualitative analysis showed frustration with assembly impacted students' perceptions of learning. While academic benefits may be similar despite type of model, students completing the 3D printed model had less frustration which increased their perception of learning. Decreased assembly time may have contributed to increased study time, as students had more time to study after assembly.
590 $a School code: 1947.
650 4 $a Speech therapy. $3 520446
650 4 $a Higher education. $3 641065
650 4 $a Physiology. $3 518431
653 $a Anatomy
653 $a Communication disorders
653 $a Higher education
653 $a Laryngeal anatomy
653 $a Learning
653 $a Retention
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690 $a 0745
690 $a 0719
710 2 $a Minot State University. $b Communication Disorders. $3 3557172
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793 $a English
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