The Effect of Instructional Set Size on Learning Efficiency

Autor/inn/en	Harris, Meredith T.; Noell, George H.; McIver, Elise B.; Miller, Sarah J.
Titel	The Effect of Instructional Set Size on Learning Efficiency
Quelle	In: Educational Studies, 47 (2021) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noell, George H.) ORCID (Miller, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1668257
Schlagwörter	Instructional Effectiveness; Undergraduate Students; Retention (Psychology); Problem Sets; Evaluation; Time Factors (Learning); Learning Processes + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Merkfähigkeit; Problemstellung; Evaluierung; Learning process; Lernprozess
Abstract	Research has found that factors such as content, prompts, and individual motivational differences affect instructional effectiveness. While instructional effectiveness is acritical outcome variable, the limited availability of instructional time results in instructional efficiency being acritical consideration. This study evaluated whether varying instructional set sizes (i.e. the number of unknown items taught within a specified period of time) produced differential learning. Instruction was provided on arbitrary number-word relationships. Response to learning sets was studied using a within-participants experimental design. This study differs from prior research by examining set size for the commonly used constant time delay procedure. The results suggested that, for the majority of students, learning five novel items at a time was less efficient than one of the larger sets of unknown items. Additionally, participants demonstrated individual differences in learning rates. The implications of these findings for instructional presentation and intervention efficiency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01