Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training.
Year: 2007
Type: dissertation
Abstract: The purpose of the study was to investigate the application of the chunking process to the design and delivery of workforce training. Students in a 1-hour course (N = 110) were measured on learner reaction, learning score achievement, and knowledge retention to see whether or not chunking training in a 1-hour session into three 20-minute sessions to match adult attention span resulted in a statistically significant difference from training for 1-hour without chunking. The study utilized a repeated measures design, in which the same individuals in both the control group and experimental group took a reaction survey instrument, a posttest after the training, and again 30 days later. Independent samples t tests were used to compare the mean performance scores of the treatment group versus the control group for both sessions. Cohen's d was also computed to determine effect size. All hypotheses found a statistically significant difference between the experimental and control group.
DOI: 10.12794/metadc5137
Author: Maureen Murphy
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W1539420010