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Power of Didactic Pairs in Professional Training: A Quantitative Study on Certified Field Instructor (CFI) in Bangladesh
Power of Didactic Pairs in Professional Training: A Quantitative Study on Certified Field Instructor (CFI) in Bangladesh
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104712
- ISBN
- 9798293844692
- DDC
- 614.4
- 저자명
- Kahar, Bari.
- 서명/저자
- Power of Didactic Pairs in Professional Training: A Quantitative Study on Certified Field Instructor (CFI) in Bangladesh
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 215 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: B.
- 주기사항
- Advisor: Tilin, Felice.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약This study investigated the effectiveness of Didactic pairing, a peer-based learning model, in CPR training programs using Kirkpatrick's four-level evaluation model and Greene's complementarity framework for data triangulation. Conducted over 12 weeks with 65 participants from the Daffodil Group in Bangladesh, the research compared outcomes between independently trained learners and those assigned to structured learning pairs. Three surveys captured participants' reactions, knowledge gains, and behavior changes, while internal HR records validated observed performance outcomes. The results revealed statistically significant advantages for Didactic learners. These participants demonstrated 4X higher potential to receive professional certification than their counterparts. These findings underscore the value of collaborative learning structures in enhancing both technical proficiency and knowledge-sharing behaviors, which are key components of workforce readiness and emergency response effectiveness in resource-limited settings. Despite its promising results, the study acknowledges limitations such as modest sample size and possible selection bias. Still, it contributes to a growing body of research affirming that intentional peer structures can amplify training outcomes, especially in high-stakes, life-saving contexts.
- 일반주제명
- Public health education
- 일반주제명
- Educational leadership
- 일반주제명
- Educational sociology
- 키워드
- Didactic pairing
- 키워드
- Paired learning
- 키워드
- Social learning
- 기타저자
- University of Pennsylvania Penn Chief Learning Officer
- 기본자료저록
- Dissertations Abstracts International. 87-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a614.4
■1001 ▼aKahar, Bari.
■24510▼aPower of Didactic Pairs in Professional Training: A Quantitative Study on Certified Field Instructor (CFI) in Bangladesh
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a215 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: B.
■500 ▼aAdvisor: Tilin, Felice.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aThis study investigated the effectiveness of Didactic pairing, a peer-based learning model, in CPR training programs using Kirkpatrick's four-level evaluation model and Greene's complementarity framework for data triangulation. Conducted over 12 weeks with 65 participants from the Daffodil Group in Bangladesh, the research compared outcomes between independently trained learners and those assigned to structured learning pairs. Three surveys captured participants' reactions, knowledge gains, and behavior changes, while internal HR records validated observed performance outcomes. The results revealed statistically significant advantages for Didactic learners. These participants demonstrated 4X higher potential to receive professional certification than their counterparts. These findings underscore the value of collaborative learning structures in enhancing both technical proficiency and knowledge-sharing behaviors, which are key components of workforce readiness and emergency response effectiveness in resource-limited settings. Despite its promising results, the study acknowledges limitations such as modest sample size and possible selection bias. Still, it contributes to a growing body of research affirming that intentional peer structures can amplify training outcomes, especially in high-stakes, life-saving contexts.
■590 ▼aSchool code: 0175.
■650 4▼aPublic health education
■650 4▼aEducational leadership
■650 4▼aEducational sociology
■653 ▼aDidactic pairing
■653 ▼aEmergency response education
■653 ▼aPaired learning
■653 ▼aProfessional training
■653 ▼aSocial learning
■690 ▼a0688
■690 ▼a0500
■690 ▼a0449
■690 ▼a0340
■71020▼aUniversity of Pennsylvania▼bPenn Chief Learning Officer.
■7730 ▼tDissertations Abstracts International▼g87-03B.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358511▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
