An Evaluation of the Effect of Style of Presentation on the Behaviour of Mature Students in a Seminar

Abstract

With demographic changes predicted in the student population during the next few years the effects of different teaching styles on mature students merit attention. In the present study three different styles of seminar presentation were used with mature management students. These each took the form of a written presentation which was the basis for the subsequent seminar. In the first presentation no ideas as to the solution of a problem were offered. In the second brief presentation, a small number of ideas were offered, and in the third comprehensive presentation, more ideas were offered. It was found that a presentation increased the number of communication units—participants were basically more active in their discussion than when no ideas were given. However, brief presentations which left scope for students to incorporate their own ideas competitively were found to encourage negative expressive behaviour more than either of the other two styles of presentation. It is suggested that seminar styles which encourage competitive contributions may (by arousing more negative expressive behaviour) not be a suitable means of beginning a seminar series because group processes may, in the long run, be adversely influenced.