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Effects of Mode of Instruction, Testing, Order of Testing, and Cued Recall on Student Achievement.
Peer reviewed Peer reviewed
Dwyer, Francis M.; De Melo, Hermes – Journal of Experimental Education, 1984
This experiment was designed to investigate effect of verbal instruction alone vs. verbal instruction complemented by simple line drawings; effect of visual testing vs. nonvisual testing; effect of verbal cued vs. free recall on student achievement; effect of order of testing on subsequent achievement; and interaction among type of instruction,…
Descriptors: Academic Achievement, Cues, Higher Education, Performance Factors
A Multifactor Analysis of the Instructional Effect of Type of Instruction, Testing, Recall and Order of Testing.
De Melo, Hermes Teixeria; Dwyer, Francis M. – 1982
This study investigated the effects of (1) verbal instruction alone vs. verbal instruction complemented by simple line drawings; (2) visual testing vs. nonvisual testing; (3) verbal cueing vs. free recall on achievement; and (4) order of testing on subsequent achievement. Interactions among type of instruction, type of testing, and order of…
Descriptors: College Students, Educational Research, Higher Education, Illustrations
Effect of Depth of Information Processing on Students' Ability to Acquire and Retrieve Information Related to Different Instructional Objectives.
Dwyer, Carol A.; Dwyer, Francis M. – Programmed Learning and Educational Technology, 1987
Reviews study of undergraduates which evaluated the effects that variations in depth of information processing have on students' memory systems in terms of their ability to acquire and retrieve information related to different types of instructional objectives. The effect of visual versus verbal testing of visualized instruction is also examined.…
Descriptors: Academic Achievement, Analysis of Variance, Cognitive Processes, Criterion Referenced Tests