The relationship of student interest and advance organizer effectiveness

Lane, David S.; Newman, Dianna L.; Bull, Kay S.

doi:10.1016/0361-476x(88)90002-1

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…The results showed that the Advance Organizers learning strategy group recorded better performance than the two other groups. This result negates Lane (1988) and Olaosun (1996)`s findings that there was no significant difference between advance organizers groups and partial trestment groups. This same findings also do not corroborate the earlier findings of Barnes and Clawson (1975), Bricker (1987) were all of the opinion that advance organizers learning strategy does not significant difference on the students` performance over the control group.…”

Section: Discussioncontrasting

confidence: 62%

Correlate of Socio-Economic Background and Academic Performance among Senior Secondary School Government Students Using Advance Organizer Learning Strategy

2014

JESR

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The studies investigated if advance organizer learning will facilitate learning of some selected Government concepts among senior secondary school students in Oyo State, Nigeria. The study assessed the differences in the academic performances from low, middle, and high socio-economic backgrounds of students after they have been exposed to advance organizers learning strategy. The design for the study was a pre-test-post-test control group design. The sample comprised 151 government students from four intact classrooms in Ibadan, Oyo State. The students were assigned to three groups namely, A, B, C. Each presented with a different leaning package. Group A was given complete package of advance organizer plus verbal instruction, group B was taught with verbal instruction only while group C was neither taught advance organiser nor given verbal instruction . Questionnaire was administered to collect data on the students' socio-economic background..Pre-test and post-test were conducted. The data collected were analysed using inferential statistics. The results of the study revealed that there was a significant difference among the three groups. This significant difference is in favour of advance organizers plus verbal instruction group. The study concluded that advance organizers learning strategy facilitated the learning of Government concepts and that students' academic performance was influenced by their socio-economic backgrounds

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Section: Discussioncontrasting

confidence: 62%

Correlate of Socio-Economic Background and Academic Performance among Senior Secondary School Government Students Using Advance Organizer Learning Strategy

2014

JESR

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“…Situational interest can be partially controlled through facilitation and task design, but in the absence of the learner’s ability to perceive and attend to the stimulus, and without some degree of internalization and reflection, the information presented is unlikely to result in any real learning (Ahissar & Hochstein, 1993; Clapper, 2010a; Kang et al, 2010; Phelps, 2004). Advance organizers, including the KWL chart (what do you know, want to know, and what have you learned ; Table 1) and the Think-Write-Pair-Share cooperative learning strategy, encourage reflective, active learning and have been shown to be effective for maintaining interest in adult learners (Lane, Newman, & Bull, 1988). Advance organizers proved effective for clinical simulation pioneers, including M. C. Blanchaer (1984), who used them to improve the quality of computer-based simulation for undergraduate health science professionals.…”

Section: Creating and Maintaining Situational Interest Through Instrumentioning

confidence: 99%

Situational Interest and Instructional Design

Clapper

2014

Simulation & Gaming

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The education reformer, Horace Mann once suggested that trying to teach a learner without creating interest is like hammering cold iron. All too often, health care educators begin an instructional session while the mind of the learner is focused on places other than on the subject to be learned. Regardless of specialization, understanding situational interest and ways to nurture it in the facilitation process is important for educators. However, it is especially important for the health care community as it helps us to develop best practices in instructional design and facilitation that can improve simulation-based instruction. This article defines situational interest and explains how instructional design can generate such interest with the use of advance organizers, active learning strategies, and the practices of effective reflection-in-action and reflection-on-action. Developing situational interest may lead to an individual interest or passion for the subject, foster lifelong learning, and encourage learners to return for additional simulation-based learning experiences.

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“…We had hoped that subjects would rate the texts a bit higher on interestingness and were surprised that they did not in that other subjects in a pretest of five topics had rated the Kuiper and Sensors topics as quite interesting. Existing research would suggest that if subjects had considered the texts somewhat interesting, overall recall might have been higher (Scott and McClintock, 1985;Lane, Newman, and Bull, 1988).…”

Section: Readers' Perceptions Of Text Contentmentioning

confidence: 97%

The effect of semantic and syntactic variables on recall

Spyridakis

Isakson

IPCC 98. Contemporary Renaissance: Changing the Way We Communicate. Proceedings 1998 IEEE International Professional Communicat

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The objectives ofthe study presented here are to increase the discipline ' . s knowledge aboirt reader petjbrniance with technical documents, help writers and editors better allocate their ejiwts, and explore the efjct ($.semantic and syntactic variables on recall in a single study. For this .study3 subjects read and recalled one c~' t~v o technical texts. Their recull protocols were analyzed fiw nunierous syntactic and semantic characteri.stics. I~esults suggest that injbrniation has a greater chance ($being recalled f i t is more iniportant, or f i t is placed in independent clauses or in the first paragraph of 'a d " w t .

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The relationship of student interest and advance organizer effectiveness

Cited by 6 publications

References 15 publications

Correlate of Socio-Economic Background and Academic Performance among Senior Secondary School Government Students Using Advance Organizer Learning Strategy

Correlate of Socio-Economic Background and Academic Performance among Senior Secondary School Government Students Using Advance Organizer Learning Strategy

Situational Interest and Instructional Design

The effect of semantic and syntactic variables on recall

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