BibTeX
@MISC{_purpose,
author = {},
title = {Purpose},
year = {}
}
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Abstract
A quasi-experimental design was used to determine whether there are differences in sociomoral reasoning, as indicated by the Sociomoral Reflection Objective Measure-Short Form (SROM-SF), between a group of students who completed a research ethics course and a comparable control group. The SROM-SF was administered as a pre-test and post-test to both groups of students, those enrolled in the class (n=20) as well as the control group (n=18). Analysis of Covariance (ANCOVA) on the post-test results of the SROM-SF with the pre-test scores as a covariate indicated significant difference between the groups at the.05 alpha level (p <.031). The results of this study concur with other research suggesting that ethics training that includes an interactive component (e.g., discussion g roups that accompany lecture presentations) affects sociomoral reasoning, primarily by preventing the regression in SROM-SF scores evidenced by students in the control group.
Keyphrases
control group sociomoral reasoning research ethic course pre-test score interactive component alpha level srom-sf score comparable control group sociomoral reflection objective measure-short form quasi-experimental design post-test result significant difference study concur discussion roups accompany lecture presentation
