The purpose of the research in this article was to test assumptions regarding the effectiveness of reform-based instructional approaches to facilitating knowledge retention in students. We conducted an experimental study of knowledge retention at a midsized community college using a modified Solomon four-group design with control
(lecture) and treatment (active) groups and a pre/post assessment protocol.
Details
Type Journal ArticlePub Date 7/1/2017Stock # jcst17_046_06_100Volume 046Issue 06