The Effect of Two Different Pedagogical DeliveryMethods on Students’ Retention of Knowledge OverTime

摘要

The purpose of the study was to determine the effect of two contrasting pedagogies (i.e.,experiential learning and direct instruction) on students’ retention of agricultural knowledge overtime. A six-week deferred post-test was employed to assess long-term retention of the subjectmatter. The results indicated that initially, students who were taught both experientially andthrough direct instruction experienced a statistically significant increase in analytical scores, withthe direct instruction treatment group outperforming the experiential learning treatment group.However, that increase was not statistically significant but was followed by a statisticallysignificant decrease in analytical scores six weeks following instruction. Implications exist forpreparing instructors to pace their lessons in a slower fashion to increase understanding andmastery of the content learned.