Types of instructional strategies and their effect on Preparation for Future Learning in differentiation. (2020)

• Record Type: Journal Article
• Authors: Stratton, Damji Heo
• Is Part Of: International journal of educational research. Volume 104(2020)
• Publication Date: 2020
• Subjects: Calculus learning -- Learning transfer -- Preparation for future learning -- IRT modeling -- Bayesian approach; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2020.101691
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Used a modified Inventing Contrasting Case strategy to improve Calculus learning. Used Bayesian ANCOVA and repeated measure ANCOVA for the analyses. The implementation group had a better retention effect on the transfer items. Abstract: This study investigated the relationship between instruction conditions and performance on direct application and transfer problems using Calculus 1 content. Eighty-one participants were assigned to either the ICalCulus (ICalC) group or Tell & Practice (TP) group. Results from Bayesian one-way ANCOVAs indicate that participants in the ICalC group outperformed the TP group on further Preparation for Future Learning (PFL) tasks from the delayed post-test in the second session. Bayesian repeated measures ANCOVAs showed cross-over interaction effects between time and the group condition for both PFL and further PFL, which indicates the stronger retention effect of the ICalC strategy. The findings of this study suggest directions for potential future studies to design more effective instructional strategies to facilitate PFL.