ERIC Number: EJ1083439
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
The Efficiency and Efficacy of Equivalence-Based Learning: A Randomized Controlled Trial
Zinn, Tracy E.; Newland, M. Christopher; Ritchie, Katie E.
Journal of Applied Behavior Analysis, v48 n4 p865-882 Dec 2015
Because it employs an emergent-learning framework, equivalence-based instruction (EBI) is said to be highly efficient, but its presumed benefits must be compared quantitatively with alternative techniques. In a randomized controlled trial, 61 college students attempted to learn 32 pairs of proprietary and generic drug names using computer-based match-to-sample presentations of auditory and written drug names. Students who received EBI experienced pairings based on stimulus equivalence theory, and they mastered the material quickly. Control-group students practiced relations drawn at random from those that the EBI group learned via training or emergence. Students in the criterion-control group required many more trials to achieve the same accuracy as the EBI group. By way of a yoking procedure, students in the trial-control group received the same number of trials as the EBI students but achieved poorer accuracy and little mastery. Thus, EBI was more efficient and effective than unstructured presentation.
Descriptors: Teaching Methods, Randomized Controlled Trials, College Students, Learning Processes, Experimental Groups, Control Groups, Mastery Learning, Comparative Analysis, Stimuli, Training, Accuracy, Efficiency, Pharmacology
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A