Morehead State University

Effects of Active Learning Strategies and Readability on Exam Outcomes

Grade Level at Time of Presentation

Senior

Major

Psychology

KY House District #

73

KY Senate District #

28

Department

Psychology Dept.

Abstract

We investigated performance using two active learning strategies and how they compared over short vs. long-term retention periods using different readability level passages. Participants were assigned a learning strategy (Concept-map vs. Fill-in-the-blank) and a readability passage (Easy vs. Difficult). We hypothesized that the concept-map strategy would result in better long-term retention (1-week) relative to the Fill-in-the-blank strategy. A performance reversal for the two strategies was expected, with better short-term retention for Fill-in-the-blank (immediate). Two different questions were used, inferential versus comprehension. A 2-learning strategy x 2-readability level x 2-question type x 2-retention period mixed design was used. The strategies were between-subject variables, and question types and retention periods were within-subject variables. Undergraduate students (n = 56) participated for credit and were treated in accordance with IRB guidelines. Results showed significant strategy differences in exam scores on comprehension questions for short-term retention, F (1,52) = 17.200, p < .001. Scores were higher for the fill-in-the-blank strategy assessing comprehension. Readability level was not significant. Significant strategy differences in exam scores on questions assessing comprehension for long-term retention were also found, F (1,15) = 5.249, p = .037. A week later, scores were higher in fill-in-the-blank conditions on comprehension questions. We did not find a significant difference in exam scores assessing inference for short-term retention, however, participants in the concept-map condition had higher exam scores (mean percentage correct) for inference-type questions compared to fill-in-the-blank participants. There were significant differences in exam scores on questions assessing inference for long-term retention for the strategies, F (1,15) = 6.564, p = .022. A week later, participants in the concept-map condition had higher exam scores for inference-type questions. The implication of this study suggests using fill-in-the-blank strategies for greater short and long-term comprehension. Another implication suggests using concept map strategies for greater long-term inference skills.

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Effects of Active Learning Strategies and Readability on Exam Outcomes

We investigated performance using two active learning strategies and how they compared over short vs. long-term retention periods using different readability level passages. Participants were assigned a learning strategy (Concept-map vs. Fill-in-the-blank) and a readability passage (Easy vs. Difficult). We hypothesized that the concept-map strategy would result in better long-term retention (1-week) relative to the Fill-in-the-blank strategy. A performance reversal for the two strategies was expected, with better short-term retention for Fill-in-the-blank (immediate). Two different questions were used, inferential versus comprehension. A 2-learning strategy x 2-readability level x 2-question type x 2-retention period mixed design was used. The strategies were between-subject variables, and question types and retention periods were within-subject variables. Undergraduate students (n = 56) participated for credit and were treated in accordance with IRB guidelines. Results showed significant strategy differences in exam scores on comprehension questions for short-term retention, F (1,52) = 17.200, p < .001. Scores were higher for the fill-in-the-blank strategy assessing comprehension. Readability level was not significant. Significant strategy differences in exam scores on questions assessing comprehension for long-term retention were also found, F (1,15) = 5.249, p = .037. A week later, scores were higher in fill-in-the-blank conditions on comprehension questions. We did not find a significant difference in exam scores assessing inference for short-term retention, however, participants in the concept-map condition had higher exam scores (mean percentage correct) for inference-type questions compared to fill-in-the-blank participants. There were significant differences in exam scores on questions assessing inference for long-term retention for the strategies, F (1,15) = 6.564, p = .022. A week later, participants in the concept-map condition had higher exam scores for inference-type questions. The implication of this study suggests using fill-in-the-blank strategies for greater short and long-term comprehension. Another implication suggests using concept map strategies for greater long-term inference skills.