Learner preferences and achievement under differing amounts of learner practice |
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| Authors: | Heidi L Schnackenberg Howard J Sullivan Lars F Leader Elizabeth E K Jones |
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| Institution: | (1) the Concordia University Department of Education in Quebec, Canada;(2) the Department of Psychology in Education at Arizona State University, USA |
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| Abstract: | This study examined the effects of program mode (i.e., a lean program version containing a basic amount of learner practice
vs. a full mode containing expanded practice) and learner preference (matched or unmatched) for amount of practice on the
achievement, time-in-program, and attitudes of university undergraduate students. Subjects completed a 10-item Likert-type
prequestionnaire to indicate the amount of practice they preferred, then were randomly assigned to either the type of program
they preferred or to the opposite type. Subjects who used the full version of the instructional program scored significantly
higher on the posttest than those who used the lean version. Matching subjects to their preferred amount of practice did not
yield a significant achievement difference over assigning subjects to their less-preferred amount. Subjects preferred the
lean version of the program over the full one, even though the full version produced better test performance. |
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