Organizational Chunking and Postquestions in Facilitating Student Ability to Profit from Visualized Instruction
This experiment was designed to examine the instruc tional effectiveness and efficiency of organizational chunking and batched postquestions within the frame work of an information-processing approach to learn ing and memory. The coding processes utilized by the content organization employed both encoding and re trieval aids to facilitate the acquisition, retention, and retrieval of the information to be learned. Major find ings indicate that the chunked treatment resulted in a more efficient learning strategy than the conventional treatment; however, the chunked and conventional treatment, as different encoding strategies, did not pro duce significant differences in achievement on the per formance task. Additionally, students receiving the intervening postquestion strategy took significantly less time in completing the performance measure than did those students who received the non-intervening post question treatment.