A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students

The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outperformed the traditional instruction group on the multiple-choice follow-up test and the traditional instruction group outperformed the anchored instruction group on the essay follow-up test. Implications for future research are discussed.

[1]  Linda L. Lenk,et al.  Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators , 1992 .

[2]  Joyce L. Moore.  The Relationship between Situated Cognition and Anchored Instruction: A Response to Tripp. , 1994 .

[3]  Elizabeth Goldman,et al.  Using Hypermedia to Improve the Preparation of Elementary Teachers , 1990 .

[4]  Charlotte W. Farr,et al.  Matching Media, Methods, and Objectives in Distance Education. , 1993 .

[5]  R. Shepard.  Recognition memory for words, sentences, and pictures , 1967 .

[6]  Michael F. Young,et al.  Instructional design for situated learning , 1993 .

[7]  Barbara Stewart,et al.  Innovative Strategies for Teaching Anatomy and Physiology , 1996 .

[8]  Karen Benson,et al.  Interactive Multimedia in Introductory Accounting: A Preliminary Analysis , 1996 .

[9]  L. Fox,et al.  Preparing Teachers of Students with Severe Disabilities , 1992 .

[10]  A. Duchnowski,et al.  Addressing the Challenges of Inclusion of Children with Disabilities , 1996 .

[11]  S. Tripp.  Theories, Traditions, and Situated Learning , 1993 .

[12]  Elizabeth Goldman,et al.  Hypermedia Cases in Teacher Education: A Context for Understanding Research on the Teaching and Learning of Mathematics , 1991 .

[13]  Shirley Alexander,et al.  Virtual Reality in Education: Defining Researchable Issues , 1994 .

[14]  R. Sumpter.  Expanding field experiences: Reality, results, and revision , 1995 .

[15]  Rena B. Lewis.  Special Education Technology: Classroom Applications , 1993 .

[16]  Marlynn M. Griffin,et al.  You Can′t Get There from Here: Situated Learning Transfer, and Map Skills , 1995 .

[17]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[18]  Agricultural Education Teachers' Ability to Solve Agriculturally Related Mathematics Problems. , 1994 .