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The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-oriented Method of Teaching by N. C. Boreham; Margaret Redford Ellis; C. H. Morgan is a Psychology article available to read on EtoBox.

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This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught.

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Author

N. C. Boreham; Margaret Redford Ellis; C. H. Morgan

Publisher

Springer Netherlands; Springer-Verlag; Kluwer Academic Publishers; Springer Science and Business Media LLC (ISSN 0020-4277)

Published

1984

Language

EN

Field

Psychology (Social Sciences)