The focus of this study was to look at three instructional strategies, worked-out examples, fading, and underlining, and to identify if one method resulted in better achievement and retention when learning computer logic. To account for learner variances, selected learner characteristics were also captured. The learner information collected consisted of age, gender, GPA, academic year, academic major, and learning style.
The participants of this study consisted of 65 freshmen and sophomore students of the University of Detroit Mercy. Initially students were provided a data collection sheet in which the selected learner characteristics were provided. For the learning style assessment, participants took the online VARK learning style assessment. Upon completion of the data collection sheet, participants were randomly assigned instruction on computer logic, with one of the three instructional strategies. Participants then completed an immediate post test to record achievement and a delayed post test, two weeks later, to measure retention.
Results showed that: (1) The worked-out examples group scored significantly higher on the retention post test. (2) There was a positive correlation between age and retention. As age increased, learners achieved higher retention scores. (3) The majors, Health Professions, Nursing, and Science out performed the Other major, which consisted of liberal arts, business, and education, on retention.
|Advisor:||Richey, Rita C.|
|Commitee:||Moseley, James L., Spannaus, Timothy W., Stern, Myles S.|
|School:||Wayne State University|
|School Location:||United States -- Michigan|
|Source:||DAI-A 69/05, Dissertation Abstracts International|
|Subjects:||Educational software, Curricula, Teaching, Higher education|
|Keywords:||Achievement, Achievement and retention, Active learner involvement, Computer logic, Instructional technology, Retention|
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