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Helping students remember history: P...

Smith, Gary R.

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Helping students remember history: Problem-based learning and long-term retention of knowledge.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Helping students remember history: Problem-based learning and long-term retention of knowledge./
Author:	Smith, Gary R.
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2127.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3321999
ISBN:	9780549725855

Helping students remember history: Problem-based learning and long-term retention of knowledge.
Smith, Gary R.

Helping students remember history: Problem-based learning and long-term retention of knowledge. - 191 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2127.

Thesis (Ed.D.)--University of Phoenix, 2008.

Sixty-four community college students were subjects in this quasi-experimental study that compares problem-based learning (PBL) with traditional lecture in terms of the long-term retention (70 days) of history knowledge. The students were selected from a population of 225 who were registered for a required Survey of U.S. History I course. The ethnic/racial composition of the population was predominantly white (95%) and the ratio of males-to-females was approximately equal. Data were analyzed using a one-way repeated measures ANOVA. Neither a main effect by group (Power = .050) nor a group x time interaction (Power = .18) was revealed. Results did reveal a main effect by time (Power = 1). The results of this study validate that PBL "does no harm" when it comes to the long-term retention of historical knowledge. Moreover, the present results support the claim made by Bahrick (2005) and other researchers that indicate the maintenance of long-term knowledge is fundamental to education.

ISBN: 9780549725855Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Helping students remember history: Problem-based learning and long-term retention of knowledge.
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245 1 0 $a Helping students remember history: Problem-based learning and long-term retention of knowledge.
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2127.
502 $a Thesis (Ed.D.)--University of Phoenix, 2008.
520 $a Sixty-four community college students were subjects in this quasi-experimental study that compares problem-based learning (PBL) with traditional lecture in terms of the long-term retention (70 days) of history knowledge. The students were selected from a population of 225 who were registered for a required Survey of U.S. History I course. The ethnic/racial composition of the population was predominantly white (95%) and the ratio of males-to-females was approximately equal. Data were analyzed using a one-way repeated measures ANOVA. Neither a main effect by group (Power = .050) nor a group x time interaction (Power = .18) was revealed. Results did reveal a main effect by time (Power = 1). The results of this study validate that PBL "does no harm" when it comes to the long-term retention of historical knowledge. Moreover, the present results support the claim made by Bahrick (2005) and other researchers that indicate the maintenance of long-term knowledge is fundamental to education.
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