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ERIC Number: EJ1176298
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1042-0541
The Effect of Two Different Pedagogical Delivery Methods on Students' Retention of Knowledge over Time
Baker, Marshall A.; Robinson, J. Shane
Journal of Agricultural Education, v59 n1 p100-118 2018
The purpose of the study was to determine the effect of two contrasting pedagogies (i.e., experiential learning and direct instruction) on students' retention of agricultural knowledge over time. A six-week deferred post-test was employed to assess long-term retention of the subject matter. The results indicated that initially, students who were taught both experientially and through direct instruction experienced a statistically significant increase in analytical scores, with the direct instruction treatment group outperforming the experiential learning treatment group. However, that increase was not statistically significant but was followed by a statistically significant decrease in analytical scores six weeks following instruction. Implications exist for preparing instructors to pace their lessons in a slower fashion to increase understanding and mastery of the content learned.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Grant or Contract Numbers: N/A