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| Autor/inn/en | Furukawa, James M.; Cohen, Nancy |
|---|---|
| Titel | Chunking Method of Teaching and Studying (III): Test Effects. |
| Quelle | (1979), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Cognitive Ability; Educational Testing; Grades (Scholastic); Higher Education; Learning Activities; Learning Processes; Mastery Learning; Mastery Tests; Performance Factors; Retention (Psychology); Scores; Sequential Learning; Units of Study |
| Abstract | The effects of specific testing procedures on learning were studied, using the chunking method of teaching and studying, which involves the learning of small units of information. The size of the unit is related to the student's cognitive processing capacity (CPC)--the amount of material recalled after a brief exposure. Subjects were undergraduate students categorized as high, medium, or low in CPC. The students were taught the chunking method and then used it to study a textbook chapter. Subjects were offered an end-of-chapter mastery test which might help to improve their final grades; they also had the option of repeating this test if their initial scores were unsatisfactory. Three months later, a test was adminsitered which contained items taken from the end-of-unit test, items from the retest, and new items. Mastery tests and unit retests led to improved scores by 32% and 67%, respectively. Most who retook the tests were low CPC students, and 73% of them improved their letter grades. Long-term beneficial effects were evident; the initial difference between those who repeated the test and those who did not was eliminated on a three-month delayed test. (Author/GDC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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