Acquisition, retention, and transfer in an individualized college physics course.

Abstract

The Purpose of this study was to evaluate the effects of Continuous Progress (mastery) instruction on acquisition, retention, and transfer in dn introductory college physics course. Freshmen, stratified according to major, were randomly assigned to Continuous Progress and Traditional Instruction groups. The Continuous Progress group showed greater acquisition, greater transfer to a relatei course, and greater retention a year later. The results are discussed in terms of both support for Gagne's theory of hierarchically related knowledge and for their.practical significance.

6: Effective College Teaching

“…PSI students performed significantly better on retention measures than students in lecture courses. Moore, Hauck, and Gagné (1973) also found greater retention of material by students in an individualized section. While Breland and Smith (1974) found better retention of basic concepts by Keller students, these authors found no difference between Keller and lecture students on a test of retention of more obscure concepts.…”

Developing and Implementing Self‐Instructional Modules for Counselor Training

“…Proponents of individualized instruction argue that these methods provide for learner differences in interests, learning rate, previous learning styles, and capacity for learning. The results of individualized instructional programs used in higher education have been favorable; the students participating in these programs have demonstrated greater academic gains and a higher level of achievement (Born, Gledhill &Davis 1972;Johnston & Pennybacker 1971;Lloyd & Knutzen 1969;Moore, Hauck & Gagne 1973). Other data (Block 1971) suggest that mastery approaches have considerable positive effects on student interest and attitudes.…”

The Effects of Review Questions and Review Passages on Transfer Skills

“…Lateral tran sfer requires students to generalize what they have le arned without necessarily learning a new skill. A study by Moore , Hauck, and Gagne (13) found a positive relationship between performance in introd uctory and advanced physics cou rses, supporting the importance of the learning hierarchy for vertical transfer. Mouw and Hecht (14) found that mastery of a skill in one task enhanced lateral transfer.…”