Abstract
This work is a pilot study on the learning outcomes of students, who were taught a research course for seven weeks, using didactic and Socratic instruction methods. The course was taught in two sessions concurrently. The students were divided into two groups (A and B) and both groups were taught either with Socratic instruction method or didactic instruction method. At the end of the 7 weeks, the students were tested. The test, which was valid and reliable, was categorized into 5 domains of Bloom’s taxonomy: analysis, comprehension, evaluation, knowledge and synthesis. Based on the results, there was no evidence to show if there is a difference in the learning outcomes of groups A and B. There was an outlier in the synthesis domain. Interpretation of students’ projects and final papers shows a difference in the degree of creativity. This is however tangential to the main research question. Key words: Didactic method, Socratic method, Bloom’s taxonomy, pilot method.
Highlights
This study was an attempt to compare students’ learning outcomes, using didactic and Socratic instructional methods
Group A consisted of students taught with didactic method, and group B consisted of students taught with Socratic method
This paper includes a review of prior empirical studies on didactic teaching method, Socratic teaching method and Bloom’s taxonomy
Summary
This study was an attempt to compare students’ learning outcomes, using didactic and Socratic instructional methods. In the process of fine-tuning and standardizing the instructional methods for the course, a pilot method was necessary to know which methods the students responded better to. The syllabus and learning outcomes for the course were established, but the means of knowing the learning outcomes were not established. In addition to the syllabus and learning outcomes, the assessment questionnaire (the main instrument used in this study) was formed and categorized into the different learning levels of Bloom’s taxonomy. This paper includes a review of prior empirical studies on didactic teaching method, Socratic teaching method and Bloom’s taxonomy. The primary goal of the study is to show which of the methods students responded best to. The findings can be used to inform course facilitators of the best
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