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ERIC Number: ED220534
Record Type: RIE
Publication Date: 1982-Mar
Pages: 22
Abstractor: N/A
Reference Count: 0
Effects of Study Strategies on Outcome in Recall and Classification Tests.
Bruning, Iva Linnell
Sixty high school juniors and seniors participated in an experiment testing the effects of learning strategies on performance. The experiment was run in two identical sessions except for the type of test administered. Information on classifying six types of sailboats was presented through slides and an oral explanation. Subjects were then given a brief study period in which they: (1) studied an experimenter-generated matrix which organized the sailboat information; (2) completed a matrix in which only headings were given; or (3) used a blank sheet of paper for study as they chose. Following the study period, the 30 students in the first session were given a classification test, and those in the second, a recall test. Subjects then filled out a questionnaire asking what type of learning strategies they had used. A strategies x test-type factorial analysis revealed a significant main effect for strategies, and a significant interaction, supporting the hypothesis that conscious cognitive activities are important in the learning process, and that outcome demands influence strategy choice. A second experiment for validation of the questionnaire obtained an alpha reliability coefficient of .76. A factor analysis establishing construct validity indicated overt strategies, clustering strategies, and mnemonic strategies were the factors underlying the data. (Author/CM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982).