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ERIC Number: ED550724
Record Type: Non-Journal
Publication Date: 2012
Pages: 433
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5309-4
Comparing the Principle-Based SBH Maieutic Method to Traditional Case Study Methods of Teaching Media Ethics
Grant, Thomas A.
ProQuest LLC, Ph.D. Dissertation, University of Idaho
This quasi-experimental study at a Northwest university compared two methods of teaching media ethics, a class taught with the principle-based SBH Maieutic Method (n = 25) and a class taught with a traditional case study method (n = 27), with a control group (n = 21) that received no ethics training. Following a 16-week intervention, a one-way ANOVA, F(2, 70) = 3.65, p = 0.031, indicated students in the SBH Maieutic Method class made a statistically significant increase in moral reasoning as measured by the DIT2 P score and compared to the control class with Dunnett simultaneous tests (p = 0.0129). The ANOVA indicated the case study group also showed a significant increase in moral reasoning compared to the control group as measured by the DIT2 P score as measured by Dunnett simultaneous tests (p = 0.0279). However, a paired t-test applied to previously unpublished data about another media ethics class (n = 24) at the same university taught with the same case study curriculum but by another instructor failed to show a significant increase in moral reasoning on the DIT2 P score, t(24) = -0.78, p = 0.443. The researcher concluded that three elements of the pedagogy used in both the SBH Maieutic Method class and intervention case study class, but not in the previous case study class, contributed to the increase in moral reasoning. First, an open and trusting classroom environment was created in which students were actively engaged in discussion through Socratic and maieutic method questioning about moral issues, which stimulated the cognitive dissonance necessary for the students' moral growth. Second, students were required to reflect deeply and write at least 20 pages of essays on moral issues, to which the instructor provided quick and comprehensive feedback. Third, the instructor in the intervention classes had significant education in moral philosophy and pedagogy, as well as support from peers in the moral education field, and promoted a normative philosophy of moral ethics rather than a relativistic view. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A