Don't Throw Out The Baby With The Bathwater: Verbal Repetition, Mnemonics, And Active Learning  

Oleh:

Saber, Jane Lee ; Johnson, Richard J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Marketing Education vol. 30 no. 3 (Dec. 2008), page 207-216.
Topik: marketing education pedagogy; verbal repetition; mnemonics; memory; active learning
Fulltext: 207.pdf (136.75KB)

Isi artikel

The effectiveness of using verbal repetition and first-letter acronyms to teach a common marketing framework was examined in two experiments. In Experiment 1, 345 undergraduate students were exposed to the framework using one of four conditions: control, verbal repetition, acronym, and verbal repetition plus acronym in a traditional learning setting. Students were tested for unaided recall of the concepts as well as concept application and analysis. Results indicate that using acronyms increased student scores at 2 weeks and 3 months for both unaided recall and analysis, but verbal repetition had no significant effect, either alone or in conjunction with the acronym. Experiment 2 tested the impact of acronym use in an active learning setting. Here, 129 undergraduate students were exposed to the framework using only an active learning method or the active learning method plus an acronym. Students were tested for unaided recall and concept application and analysis at 2 weeks and 3 months after exposure. Use of the acronym increased scores for both unaided recall and concept application and analysis compared to the active learning method alone. Implications for teaching strategies are discussed.

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