ERIC Number: ED362191
Record Type: RIE
Publication Date: 1993-Jan
Reference Count: N/A
The Design of Effective Case Study-Related Learning Strategies Training.
Nuttall, Alice E.
The development of case study training materials for an experimental research strategy is described, and the effects of such training are discussed. The theoretical foundation for learning strategies training was a social-cognitive/expectancy value model of college learning and teaching. In a posttest-only 2-group design, 54 students in an associate degree business program at a state university were given a short business management case with background information about the primary functions of management. Subjects completed analysis tasks during four 75-minute sessions over 2 weeks. Assessments of performance were made; and relationships among individual characteristics, experimental outcomes, learning strategy use, and strategy value were examined. The learning strategy training resulted in significant performance increases in listing the symptoms of case problems and in labeling them according to management function or process. Results indicate that task-related learning strategy training is a viable method for increasing academic performance; and that task-related learning strategy training may affect synergistic interactions among learning strategy use and value, performance, motivation, and individual characteristics. Implications for educational practice are discussed. Two figures illustrate the discussion. Five appendixes give instructions for the training sessions, guidelines for problem analysis, a review sheet on management functions, an example sheet, strategies hints, and a worksheet for the pretest case. (Contains 34 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Expectancy Theory
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.