The Effect of Two Different Pedagogical Delivery Methods on Students' Retention of Knowledge over Time

Autor/inn/en	Baker, Marshall A.; Robinson, J. Shane
Titel	The Effect of Two Different Pedagogical Delivery Methods on Students' Retention of Knowledge over Time
Quelle	In: Journal of Agricultural Education, 59 (2018) 1, S.100-118 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Secondary School Students; Rural Education; Agricultural Education; Retention (Psychology); Experiential Learning; Direct Instruction; Outcomes of Education; Pretests Posttests; Statistical Significance; Academic Achievement; Scores; Educational Practices; Pacing; Comprehension; Hypothesis Testing; Multivariate Analysis; Criterion Referenced Tests; Statistical Analysis; Oklahoma + Suchen Sie Ihr Suchwort? Sekundarschüler; Ländliche Erwachsenenbildung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Merkfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lernleistung; Schulerfolg; Schulleistung; Bildungspraxis; Lerntempo; Verstehen; Verständnis; Hypothesenprüfung; Hypothesentest; Multivariate Analyse; Statistische Analyse
Abstract	The purpose of the study was to determine the effect of two contrasting pedagogies (i.e., experiential learning and direct instruction) on students' retention of agricultural knowledge over time. A six-week deferred post-test was employed to assess long-term retention of the subject matter. The results indicated that initially, students who were taught both experientially and through direct instruction experienced a statistically significant increase in analytical scores, with the direct instruction treatment group outperforming the experiential learning treatment group. However, that increase was not statistically significant but was followed by a statistically significant decrease in analytical scores six weeks following instruction. Implications exist for preparing instructors to pace their lessons in a slower fashion to increase understanding and mastery of the content learned. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01