Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
DESCRIBING TIME SPENT USING VARIOUS TEACHING TECHNIQUES AND STUDENT IMMEDIATE. SHORT-TERM. AND LONG-TERM COGNITIVERETENTIONTHESISPresented in Partial Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention Fulfillment of the Requirements for the Degree of Master of Science in theGraduate School of The Ohio State UniversityByWhitney Marie Beck. B s.* * * * *The Ohio State University 2009M s. Examination Committee:Dr. M. Susie Whittington, AdviserApproved byDr. Scott ScheerAdviserGraduate Program inAgr Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention icultural & Extension EducationABSTRACTThe purpose of the study was to describe teacher time spent using various teaching techniques and student cogniDescribing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
tive retention of content diving a secondary animal science unit of instruction This observational case study was descriptive in nature.One high schooDESCRIBING TIME SPENT USING VARIOUS TEACHING TECHNIQUES AND STUDENT IMMEDIATE. SHORT-TERM. AND LONG-TERM COGNITIVERETENTIONTHESISPresented in Partial Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention an animal science unit of instruction. Eight instruments were used to describe the tune that the teacher spent using teaching tecluiiques and the immediate, short-term, and long-term cognitive r etention of the students.Results of rhe study showed that student notebooks and information sheets were Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention the most widely used individualized teaching techniques. Lectrue and discussion were the most often used gr oup teaching teclmiques. Other teaching teDescribing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
clmiques were used occasionally.Student immediate, short-term, and long-term cognitive retention of the animal science subject matter taught during thDESCRIBING TIME SPENT USING VARIOUS TEACHING TECHNIQUES AND STUDENT IMMEDIATE. SHORT-TERM. AND LONG-TERM COGNITIVERETENTIONTHESISPresented in Partial Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention ly after the unit of instruction was taught by the cognitive111weighted score of the final unit exam. The mean student immediate cognitive retention score was 75%.Student short-term cognitive retention was measured by multiplying the score of the final milt exam taken 42 days after the unit of instr Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention uction was taught by the cognitive weighted score of the final unit exam. The mean student short-term cognitive retention score was 78%. The mean diffDescribing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
erence between the test taken immediately after the unit and the test taken 42 days after the unit was 3%.Student long-term cognitive retention was meDESCRIBING TIME SPENT USING VARIOUS TEACHING TECHNIQUES AND STUDENT IMMEDIATE. SHORT-TERM. AND LONG-TERM COGNITIVERETENTIONTHESISPresented in Partial Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention final unit exam. The mean student long-term cognitive retention score was 74%. The mean difference between the test taken 42 days after the unit and the test taken 182 days after the ruiit was -4%. The mean difference between the test taken immediately after the unit and the test taken 182 days afte Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention r the unit was -0.8%.ivhttps://khothuvien.cori!Dedicated to my parents. David and Cathy Beck and my brother JordanACKNOWLEDGMENTS1 wish to thank my adDescribing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
viser, Dr. M. Susie Whittington. 1 appreciate your guidance and support throughout my undergraduate and graduate education. Ĩ am grateful for the timeDESCRIBING TIME SPENT USING VARIOUS TEACHING TECHNIQUES AND STUDENT IMMEDIATE. SHORT-TERM. AND LONG-TERM COGNITIVERETENTIONTHESISPresented in Partial Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention ssful.I thank Dr, Scheer for serving as a member of my committee. I appreciate your expertise through the research process. I am also grateful for your support and enthusiasm tluoughout my graduate programI also appreciate the support of the faculty members in the Department of Human and Conununity Describing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention Resource Development, Thank you also to the graduate students in the department for your support and friendship. I appreciate your belief in me and alDescribing time spent using various teaching techniques and student immediate, short term, and long term cognitive retention
l of your assistance with my thesis, classes, and teaching questions.1Gọi ngay
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