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Interactive Effects of Mixed-Chunk Elaboration Feedback in Facilitating Student Achievement
ARTICLE

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International Journal of Instructional Media Volume 23, Number 3, ISSN 0092-1815

Abstract

A study of 105 vocational school students assigned to different treatment levels (1, 3, and 5 segment chunks) found: (1) little difference among experimental treatments, (2) better performance for students above the 11th-grade reading level, and (3) interaction between chunking level and reading level. Results suggest time and expense of designing computer-based feedback reordering instructional materials is not justified. (Author/PEN)

Citation

Williams, B.O. & Dwyer, F.M. (1996). Interactive Effects of Mixed-Chunk Elaboration Feedback in Facilitating Student Achievement. International Journal of Instructional Media, 23(3), 245. Retrieved November 17, 2019 from .

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