The purpose of this study was to investigate the effectiveness of two instructional strategies (provided diagram and self-constructed diagram) on delayed retention of classifying skills. One hundred forty-nine students at a small southern university participated in the study. One hundred and nine students were divided according to high, medium and low pretest scores and then were randomly assigned to two treatment groups and the control. The remaining 40 students in an intact class were assigned to a third treatment group. An untreated control group design with pretest and posttest was employed. Each of the three treatment groups received a systematically designed lesson. One group received the instruction only; the second group was provided with the same instruction plus a content summary diagram. The third group had been taught to construct content diagrams in an earlier lesson and was required to construct a diagram for the experimental lesson. After a 7-day delay all participants received a retention lesson. The retention test required students to classify new instances of the marketing concepts taught in the experimental lesson. Before the test, groups were given additional instructions. Students who were provided a diagram or who constructed a diagram during the lesson were asked to image the diagram and reconstruct it. They were then asked to use the diagram to help answer the test questions. Students in the instruction only group and the control group filled out a study habits survey before the test. / ANCOVA results indicate significant main effects for treatment groups over the no-treatment control group. Significant interactions were revealed between treatment groups based on prior knowledge. Inexperienced students who were provided a diagram during instruction scored significantly higher on the retention test than similar students who had instruction only. There were no significant differences between treatments for students who scored high on the pretest. The self-constructed diagram condition was as effective as the provided diagram and the instruction-only conditions. Verbal ability was not found to be a significant factor in the results. / Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0133. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75712 |
| Contributors | STITH, PATRICIA LYNCH., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 177 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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