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ERIC Number: ED392039
Record Type: Non-Journal
Publication Date: 1995
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Effects of Accelerated Learning on Tertiary Students Learning To Write.
Fretz, Barbara L.
A study investigated how Accelerated Learning (AL), a teaching methodology that purports to increase the quantity and improve the quality of learning, affected tertiary students' knowledge of and skills in writing and their feelings towards writing. AL has its origins in G. Lozanov's "suggestopedia." Believing that formal teaching methods were a cause of mental illness or brain sickness, Lozanov began research on how to heal the mind and expand the memory. His research indicated that by stimulating both the left and right hemispheres of the brain, learning could be accelerated. His teaching methodology, called Suggestopedia, uses the power of suggestion, music, relaxation, deep breathing, metaphors, guided imagery, roleplay, and "concert sessions" (reading to instrumental music) to facilitate whole brain learning. The target group for the study consisted of 80 first-year students in business communication in a Singaporean polytechnic. Findings suggest an incongruence between the actual outcomes and perceived outcomes: there were no obvious improvements in writing ability amongst the experimental groups; however, students felt that AL affected their learning to write. Students indicated that the methodology had a positive effect on both their ability to write better and their enjoyment of writing. Educators should consider using AL in the classroom and longitudinal studies should be undertaken on the effects of AL on writing. (Contains 3 tables and a figure, 6 references and a 10-item bibliography. Appendixes contain three short questionnaires on writing skills, on personal feelings, and on accelerated learning.) (Author/TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A