ERIC Number: ED047121
Record Type: RIE
Publication Date: 1966-Jul
Reference Count: N/A
An Experiment to Determine the Effects of Immediate Versus Delayed Knowledge of Results on Initial Learning and Retention of Selected Related Learning in Transcription Classes.
Bose, Arnola C.
Twenty-four sets of specially prepared teaching materials were used to determine the effects of immediate versus delayed knowledge of results on initial learning and retention of selected related learnings in transcription classes. Initial learning was measured by scores on quizzes given immediately after the administration of each set of teaching materials and testing only these related learnings included in that particular set of teaching materials. Retention was measured by a posttest given one week following the administration of the last set of teaching materials. The subjects were 138 female students who were enrolled in one of the beginning or advanced transcription classes taught at Oklahoma State University. Results indicated that in this particular experiment immediate knowledge of correct response had no significant effect on initial learning in Beginning Transcription, but immediate knowledge of correct response significantly facilitated initial learning in Advanced Transcription. Immediate knowledge of correct response appeared to have no significant effect on retention in either Beginning or Advanced Transcription. This Ed.D. dissertation was submitted to Oklahoma State University. (Author)
Descriptors: Business Education, College Students, Comparative Analysis, Instructional Materials, Learning, Office Occupations Education, Retention (Psychology), Shorthand, Teaching Methods
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Publication Type: N/A
Education Level: N/A
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