Modified lecture approaches and their impact to improve student understanding and performance in science
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Date
2011
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Montana State University - Bozeman, Graduate School
Abstract
In this investigation modality strategies were implemented in lectures with the purpose of improving student engagement and learning in their individual work. Lecture activities were differentiated according to three different learning styles, visual, auditory, and kinesthetic. The lectures were divided into two types, which were traditional and lectures including modality strategies. Though performance and summative assessments showed some improvement following the treatment, students demonstrated and expressed more positive attitudes toward both visual and hands on activities.