STUDENTS’ PERSPECTIVE ABOUT LECTURE-BASED AND SEMINAR METHODS OF TEACHING: A CASE STUDY OF M.A. STUDENTS IN JORDAN

Abstract

This study aimed at investigating M.A. students’ perspective about lecture and seminar methods of teaching applied with them interchangeably during their study at two Jordanian universities. The researchers used a closed-item questionnaire and an open-ended question in order to achieve the aim of the study. They also used three independent variables so as to detect if there were any statistical significant differences between students’ responses to each teaching method and to both together. These variables are: gender, study-field, and university. The results obtained from this study showed that the lecture method helped students to develop their oral skills, enabled them to understand large amounts of information, and allowed them to follow the topics during class times. The results also showed that over half of the students preferred this method of teaching for different reasons. In addition, the results revealed that the seminar method encouraged students to participate, to engage in class activity, to discuss topics, and to defend ideas. Finally, the results indicated that there were significant differences in students’ responses