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ERIC Number: ED010635
Record Type: RIE
Publication Date: 1966-Sep
Pages: 140
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE RELATIVE EFFECTIVENESS OF THE TRADITIONAL AND TWO MODIFIED METHODS OF ORGANIZING INFORMATION SHEETS.
PUCEL, DAVID J.
THE EFFECTIVENESS OF A TYPICAL METHOD OF ORGANIZING TECHNICAL INFORMATION SHEETS USED BY VOCATIONAL EDUCATORS TO PROVIDE UP-TO-DATE INSTRUCTION TO STUDENTS WAS COMPARED TO THAT OF TWO NEWLY DEVELOPED ORGANIZATIONS BASED ON "THE SUBSUMPTION THEORY OF MEANINGFUL VERBAL LEARNING AND RETENTION" (AUSUBEL, 1962). AN OPERATIONAL DEFINITION STATED AN ORGANIZER SHOULD (1) RELATE THE MATERIAL TO BE LEARNED TO THE PUPILS' PREVIOUS EXPERIENCE AND (2) ORGANIZE THE MATERIAL AT A HIGH LEVEL OF GENERALITY. USING THIS DEFINITION, TWO NEW ORGANIZERS WERE DEVELOPED--(1) A SUMMARY ORGANIZER AND (2) A QUESTION ORGANIZER. THE TREATMENTS WERE THREE INFORMATION SHEETS THAT WERE IDENTICAL IN ALL RESPECTS EXCEPT THAT THE TWO EXPERIMENTAL TREATMENTS EACH CONTAINED ONE OF THE NEW ORGANIZERS PLACED BETWEEN AN INTRODUCTORY MOTIVATIONAL PARAGRAPH AND THE BODY OF TECHNICAL INFORMATION, WHILE THE TRADITIONAL TREATMENT DID NOT. THE TREATMENTS WERE REPLICATED ON MODERATELY DIFFICULT MATERIALS AND ON DIFFICULT MATERIALS. TREATMENTS WERE ADMINISTERED TO POST-HIGH SCHOOL, DAY-TRADE STUDENTS ALONG WITH AN INITIAL LEARNING TEST. RETENTION AND TRANSFER TESTS WERE ADMINISTERED 6 WEEKS LATER. FINDINGS REVEALED NO SIGNIFICANT DIFFERENCES AMONG THE TREATMENTS IN TERMS OF THE AMOUNT OF INITIAL LEARNING, RETENTION, OR TRANSFER. NO SIGNIFICANT INTERACTIONS WERE FOUND BETWEEN TREATMENT AND ABILITY OR BETWEEN ABILITY AND DIFFICULTY. POSSIBLE REASONS FOR THE LACK OF DIFFERENCES FOUND WERE OUTLINED. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Center for Research in Human Learning.
Identifiers: MINNESOTA; Minnesota (Minneapolis)