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

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Murphy, Maureen

Contributors dc:contributor

• Sarkees-Wircenski, Michelle
• White, Richard E.
• Wircenski, Jerry L.

• corporate workplace
• chunking
• training
• knowledge retention
• Employees -- Training of.
• Learning, Psychology of.

Statement dc:rights

• Public
• Copyright
• Murphy, Maureen
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 229911230
https://digital.library.unt.edu/ark:/67531/metadc5137/
ark: ark:/67531/metadc5137

OAI identifier oai:identifier

info:ark/67531/metadc5137