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Impact of pre-activity preparatory work on the affective and cognitive outcomes of experiential learning
Author
Kom, Mun Siong
Supervisor
Williams, Michael D.
Abstract
This study examines how pre-activity preparatory work may impact both cognitive and affective outcomes of an experiential learning activity. It investigates how the presence or absence of preparatory work in the form of verbal briefing and discussion influences the amount of Science factual knowledge initially gained and retained after a time lapse, level of enjoyment and perception of usefulness of an experience-based activity based upon David Kolb’s four-stage cyclical experiential learning model.
Data collected from a total of seventy-three student participants from two different stream classes of a mainstream Singapore secondary school suggests that preparatory work has a positive impact on both cognitive and affective outcomes of a game-based experiential learning activity. Findings from this study also suggest that pretesting alone does not exert any significant influence on both outcomes. However, ANOVA results revealed that interaction between pre-testing and preparatory work has a significant influence on immediate retention of factual knowledge but not on retention after a week-long lapse or affective outcomes.
The conclusion of this study proposes a number of recommendations relevant to teachers and instructional designers in their daily practice as well as future exploration and research that could contribute to the existing pool of knowledge and provide useful guidelines for those seeking to leverage on the richness of human experiences for instruction and learning.
Data collected from a total of seventy-three student participants from two different stream classes of a mainstream Singapore secondary school suggests that preparatory work has a positive impact on both cognitive and affective outcomes of a game-based experiential learning activity. Findings from this study also suggest that pretesting alone does not exert any significant influence on both outcomes. However, ANOVA results revealed that interaction between pre-testing and preparatory work has a significant influence on immediate retention of factual knowledge but not on retention after a week-long lapse or affective outcomes.
The conclusion of this study proposes a number of recommendations relevant to teachers and instructional designers in their daily practice as well as future exploration and research that could contribute to the existing pool of knowledge and provide useful guidelines for those seeking to leverage on the richness of human experiences for instruction and learning.
Date Issued
2008
Call Number
LB1027.23 Kom
Date Submitted
2008