ERIC Number: EJ1076200
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 15
A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments
Fatemi, Darius; Marley, Robert; Marquis, Linda M.
Journal of Education for Business, v90 n7 p394-401 2015
The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a comprehensive practice approach retain more long-term knowledge than those using a topic-specific practice approach, though the results are not uniformly positive. While the results support the use of a comprehensive pedagogical approach, they also highlight the importance of obtaining empirical evidence before changing pedagogical approaches. Implications for instructors and textbook authors are also discussed.
Descriptors: Comparative Analysis, Assignments, Educational Practices, Longitudinal Studies, Long Term Memory, Problem Sets, Teaching Methods, Accounting, Retention (Psychology), Business Administration Education, Instructional Innovation, Hypothesis Testing, Achievement Tests, Achievement Gains, Instructional Effectiveness, College Students
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A