A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments

Autor/inn/en	Fatemi, Darius; Marley, Robert; Marquis, Linda M.
Titel	A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments
Quelle	In: Journal of Education for Business, 90 (2015) 7, S.394-401 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2015.1081864
Schlagwörter	Comparative Analysis; Assignments; Educational Practices; Longitudinal Studies; Long Term Memory; Problem Sets; Teaching Methods; Accounting; Retention (Psychology); Business Administration Education; Instructional Innovation; Hypothesis Testing; Achievement Tests; Achievement Gains; Instructional Effectiveness; College Students + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Langzeitgedächtnis; Problemstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Abrechnung; Buchführung; Buchhaltung; Merkfähigkeit; Educational Innovation; Bildungsinnovation; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Collegestudent
Abstract	The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01