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Learning Objective 1: The learner will be able to understand that integrated-like and practiced-like teaching methods provided distinct contribution to mid-range group and low-range students, respectively.
Learning Objective 2: The learner will be able to understand that the best effective teaching is based on recognizing the trait of students as a top priority.
Methods: This study was a longitudinal analysis using three separate tests practice question examination sheet. The subjects were eighty-four senior students in two classes at a nursing school in southern Taiwan, taught by two instructors using different teaching methods. They were selected via random sampling. The statistics of both the Mixed model of repeated measure and two-way ANOVA by using the software SPSS 19.0 version were applied to analyze data and to execute the mutual evaluation between students’ academic performance and teacher’s teaching method.
Results: (1) The students in both classes significantly improved their examination scores; (2) As for the examination scores, there was no notable difference between the two teaching methods; (3) The mid-range group and low-range group performed better on examination scores under integrated-like teaching and practiced-like teaching, respectively.
Conclusion: Either integrated-like or practiced-like methods prove useful as teaching methods as evidenced by the students’ improved scores in both classes. The different teaching methods provided distinct contribution to different range students between the two classes.