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ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THE EFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN A CLASSROOM SETTING

Romig, Connie J.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102

Abstract Details

2016, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The purpose of this study was to examine the instructional strategy taxonomy proposed by Chi (2009) in a natural classroom setting. Specifically, according to Chi, instructional strategies that allow students to be active in their learning are more effective than those that allow the student to be merely passive, while constructive strategies are more effective than active and interactive are more effective than constructive. Each of the instructional strategies was employed in four Introduction to Educational Psychology Classes and the learning outcomes, as determined by student performance on unit exams, were compared. The participants were 120 undergraduate students who were enrolled in the introductory course. Each class was presented with a unit employing each instructional strategy, active, constructive and interactive, twice over the course of the semester. At the end of each unit an instructor-made exam was administered. Paired sample comparisons were conducted to determine whether any one of the instructional strategies was superior to the others in terms of student learning outcomes. According to Chi’s taxonomy, interactive instruction should yield the best learning outcomes, followed by constructive instruction and then active construction. Preliminary results indicate that the reverse pattern was observed, with active instruction yielding the best learning outcomes and constructive and interactive showing no significant differences.
Chris Was , PhD (Committee Co-Chair)
Bradley Morris, PhD (Committee Co-Chair)
John Dunlosky, PhD (Committee Member)
122 p.
Developmental Psychology; Educational Psychology; Educational Theory; Psychology
Active instruction; Constructive instruction; Interactive instruction; Instructional strategies

Recommended Citations

Citations

  • Romig, C. J. (2016). ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THE EFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN A CLASSROOM SETTING [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102

    APA Style (7th edition)

  • Romig, Connie. ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THE EFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN A CLASSROOM SETTING. 2016. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

    MLA Style (8th edition)

  • Romig, Connie. "ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THE EFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN A CLASSROOM SETTING." Doctoral dissertation, Kent State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102

    Chicago Manual of Style (17th edition)

kent1479132642364102
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© 2016, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.