Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training.

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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 ... continued below

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Murphy, Maureen December 2007.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 8964 times , with 146 in the last month . More information about this dissertation can be viewed below.

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  • Murphy, Maureen

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Description

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.

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  • December 2007

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  • May 2, 2008, 3:17 p.m.

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  • Dec. 5, 2013, 12:33 p.m.

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Citations, Rights, Re-Use

Murphy, Maureen. Improving learner reaction, learning score, and knowledge retention through the chunking process in corporate training., dissertation, December 2007; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5137/: accessed September 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .