Literaturnachweis - Detailanzeige
Autor/inn/en | Baker, Marshall A.; Robinson, J. Shane |
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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 (2) |
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 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 |