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Using popular culture to teach the community college business curriculum: A comparative study

Passero, Thomas
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818

Abstract Details

2011, Doctor of Philosophy, University of Toledo, Higher Education.
This study addressed a need for comprehensive quantitative empirical studies to determine the effectiveness of using popular culture media as a teaching technique. A quasi-experimental design was implemented to examine whether a group of community college students taking a first-semester introduction to business course who were exposed to a teaching method incorporating popular culture media (Treatment Group) would have increased levels of knowledge and stronger preferences toward this method versus a group of students taking the same course who were not exposed to this teaching style (Control Group). Specifically, this study examined: (1) Do differences exist relative to student learning; (2) Do differences exist relative to perceived student comprehension; (3) Do differences exist relative to student semester retention; (4) Do differences exist relative to student semester attendance; (5) Do differences exist relative to student interest in the discipline of business; (6) Do differences exist relative to student’s interest in taking additional business courses; (7) Do differences exist relative to student satisfaction; (8) Do differences exist relative to student satisfaction between Millennial students and non-Millennial student. The 143 students taking part in the study comprised six intact groups, meaning they selected the days and times of the sections available that appealed to them (non-random samples). Without the students’ knowledge, the researcher/instructor arbitrarily selected three sections as the Treatment Groups and three as the Control Groups. Throughout the semester, general business concepts from the course textbook were taught to the Treatment Group using films, television shows, comic strips, and music. The Control Group were taught the same concepts but without the use of any popular culture media. Participants completed Pre-Delivery and Post-Delivery attitudinal questionnaires and took five multiple-choice exams during term. The fit of survey and exam data were tested using the Rasch model, with further hypotheses testing accomplished with Independent t’s, Chi-square cross-tabulations, and dependent paired samples. The analyses showed no significance between the groups receiving different teaching methods on knowledge, retention, or attendance. However, there were statistically significant differences on perceived knowledge, interest in the business major, interest in taking additional business courses, and course satisfaction for both the Treatment Group and Control Group favoring the popular culture-enhanced methodology. Regarding generational attitudes this alternative teaching method, both the Millennial and Non-millennial sub-groups strongly favored the popular culture techniques over the traditional ones. Implications for students and instructors are discussed, along with suggestions for future research.
David Meabon, PhD (Committee Chair)
Mary Ellen Edwards, PhD (Committee Member)
Angela M. Nelson, PhD (Committee Member)
Gregory E. Stone, PhD (Committee Member)
230 p.
Adult Education; Business Education; Education; Educational Tests and Measurements; Experiments; Higher Education; Inservice Training; Instructional Design; Mass Media; Pedagogy; Teacher Education; Teaching
teaching techniques: instructional methodology; popular culture; quantitative study; quasi-experimental; Rasch; community college; millennial; survey; media; business education; empirical study

Recommended Citations

Citations

  • Passero, T. (2011). Using popular culture to teach the community college business curriculum: A comparative study [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818

    APA Style (7th edition)

  • Passero, Thomas. Using popular culture to teach the community college business curriculum: A comparative study. 2011. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818.

    MLA Style (8th edition)

  • Passero, Thomas. "Using popular culture to teach the community college business curriculum: A comparative study." Doctoral dissertation, University of Toledo, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310182818

    Chicago Manual of Style (17th edition)

toledo1310182818
974
© 2011, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.