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Results showed some significant differences across the three groups and demonstrated that for a single lecture, the method used to teach ethics can differentially impact ethical attitudes and perceptions. Results on a variety of perceptual and attitudinal measures are compared across three groups of students - one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion pertaining to business ethics. This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material.
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