ERIC Number: ED223196
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
The Effects of Review and Practice Techniques on Learning from Prose Material.
Chezik, Mary Ann; Dwyer, Francis M.
The effects of intervening synthesis/review sheets, periodic practice worksheets, a combination of review and practice, and an advance organizer on learning from prose text were investigated. Using 161 college students as subjects, the study increasingly added learner activities to an instructional unit (Lamberski's revised edition of the Dwyer heart materials) to determine their effect on achievement. The short unit-introduction statement was replaced with an advance organizer containing general orienting information, educational objectives, and a preview of posttest question types. Initial analysis showed no significant differences among treatment groups, and increased time spent on learning activities did not correspond to increased achievement. A related study providing scores on the same prose/test arrangement without an extended advance organizer and another study identifying problems with the original Dwyer text provided a basis for further analysis. Results suggest that the pre-set that the subjects received with additional information in the advance organizer introduction made a difference in learning and storage of the material for testing. It was concluded that difficult or detailed concept learning may require more planned instructional activity (such as review and practice) than reading a text or viewing a visual. (LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: AECT Research and Theory Division Meeting
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division (Dallas, TX, May 1982). For other papers, see IR 010 442-487.