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A meta-analytic assessment of the us...

The Pennsylvania State University.

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A meta-analytic assessment of the use of rehearsal strategies in the Program of Systematic Evaluation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A meta-analytic assessment of the use of rehearsal strategies in the Program of Systematic Evaluation./
作者:	Baker, Rose Marie.
面頁冊數:	164 p.
附註:	Adviser: Francis M. Dwyer.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3229381
ISBN:	9780542809507

A meta-analytic assessment of the use of rehearsal strategies in the Program of Systematic Evaluation.
Baker, Rose Marie.

A meta-analytic assessment of the use of rehearsal strategies in the Program of Systematic Evaluation. - 164 p.

Adviser: Francis M. Dwyer.

Thesis (Ph.D.)--The Pennsylvania State University, 2006.

The goal of this research study was to synthesize the use of knowledge generation and discrimination tasks as methods of overt and covert rehearsal as used within studies in the Program of Systematic Evaluation and determine if there were interactions of these rehearsal strategies with the employment of visuals, the medium chosen for presentation, and the type of test used to assess achievement of the specific educational objectives. More than 350 published articles, conference proceedings, dissertations, and masters papers were reviewed from the Program of Systematic Evaluation; of which, 50 studies (9,620 participants) were analyzed using meta-analytic techniques and hierarchical linear modeling.

ISBN: 9780542809507Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A meta-analytic assessment of the use of rehearsal strategies in the Program of Systematic Evaluation.
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520 $a The goal of this research study was to synthesize the use of knowledge generation and discrimination tasks as methods of overt and covert rehearsal as used within studies in the Program of Systematic Evaluation and determine if there were interactions of these rehearsal strategies with the employment of visuals, the medium chosen for presentation, and the type of test used to assess achievement of the specific educational objectives. More than 350 published articles, conference proceedings, dissertations, and masters papers were reviewed from the Program of Systematic Evaluation; of which, 50 studies (9,620 participants) were analyzed using meta-analytic techniques and hierarchical linear modeling.
520 $a For properly positioned rehearsal strategies, the unconditional level-1 model resulted in a statistically significant estimated mean population effect size of 0.21 for paper-based and screen presentation instructional environments and the conditional level-2 model resulted in a statistically significant estimated mean population effect size of 0.34 for computer-based instructional environments. The other researched conditions were not statistically significant predictors of the estimated mean population effect size.
520 $a The employment of item analysis to determine the position for the rehearsal strategies results in savings for time and money and increased learner achievement. For a learner that would score 50% on any of the criterion measures for the specific educational objectives without interaction with any rehearsal strategy, directing the learner's attention using properly positioned knowledge generation or discrimination tasks and overt or covert rehearsal strategies, with or without visuals that are black and white or colored, results in scores between 56.0% and 60.6% for paper-based materials or screen presentations and between 52.6% and 73.1% for computer-based instructional environments.
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