Work

Does Method Matter? A Meta-Analysis of the Effects of Training Method on Older Learner Training Performance

Year: 2003

Type: review

Study designs: Systematic Review, Meta-Analysis

Abstract: Training the older learner has been the topic of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training performance. We use random factors meta-analysis to explore the effects of three instructional methods (lecture, modeling, and active participation) and four instructional factors (materials, feedback, pacing, and group size) on observed training performance. The results reveal that all three instructional methods and two instructional factors, self-pacing and group size, explain unique variance in observed training performance. Self-pacing explained the greatest proportion of the observed variance. Implications of these results are discussed.

Source: Journal of Management

DOI: 10.1016/s0149-2063(03)00029-1

Authors: J. S. Callahan, D. S. Kiker, T. Cross

Institutions: University of Central Florida, Auburn University, Auburn University at Montgomery, Drake University

Language: English

Topic: Human Resource Development and Performance Evaluation

Subfield: Applied Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2055414060

FWCI: 1

Cites: 51

Cited by: 125

Related to: 10