About this paper

Appears in:
Pages: 3291-3301
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

EFFECTS OF INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT AND RETENTION

M. Nafees1, M. Maqsud Alam2, M. Kamran1

1International Islamic University, Department of Education (PAKISTAN)
2Foundation College of Liberal Arts and Sciences, Foundation University (PAKISTAN)
Problem-based instructional strategy provides real-world, purposeful interactions to help students learn how to work with and learn from a diverse group of people laterally and horizontally within a learning community. In this study, 67 General Science students (N=34, N=33) participated and were compared regarding their academic achievement in a three month term by giving them problem-based instructional treatment. One of these groups attended a traditional lecture-based instructional strategy based on conventional lecture, while the other attended a problem-based instructional strategy. Groups were administered by academic achievement test (AAT) and retention test (RT) respectively and the test scores were analyzed through an independent sample t-test and analysis of variance (ANOVA) to evaluate academic achievement and retention rate of the students (p=0.05). It was concluded that the academic achievement of the problem-based group was significantly higher than the traditional lecture-based group. Also, the problem-based group reported more positive retention rate of subject matter than did the traditional lecture-based group. Statistically, there were significant differences between the two groups in their academic achievement and retention of the subject matter for a longer period of time. It was recommended that basic general science knowledge may be given to the students through the problem solving.
@InProceedings{NAFEES2010EFF,
author = {Nafees, M. and Maqsud Alam, M. and Kamran, M.},
title = {EFFECTS OF INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT AND RETENTION},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {3291-3301}}
TY - CONF
AU - M. Nafees AU - M. Maqsud Alam AU - M. Kamran
TI - EFFECTS OF INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT AND RETENTION
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 3291
EP - 3301
ER -
M. Nafees, M. Maqsud Alam, M. Kamran (2010) EFFECTS OF INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT AND RETENTION, EDULEARN10 Proceedings, pp. 3291-3301.
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