Effect of Teaching Using Whole Brain Instruction on Accounting Learning

Autor/inn/en	Lee, Li-Tze; Hung, Jason C.
Titel	Effect of Teaching Using Whole Brain Instruction on Accounting Learning
Quelle	In: International Journal of Distance Education Technologies, 7 (2009) 3, S.63-84 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
Schlagwörter	Control Groups; Teaching Models; Academic Achievement; Experiential Learning; Cognitive Style; Long Term Memory; Brain; Conventional Instruction; Instructional Innovation; Experimental Groups; Learning Processes; Comparative Analysis; Pretests Posttests; High School Students; Grade 10; Learning Theories; Instructional Effectiveness; Program Development; Program Implementation; Student Surveys; Student Attitudes; Educational Experiments; Instructional Design; Foreign Countries; Accounting; Vocational Education; Vocational High Schools; Retention (Psychology); Brain Hemisphere Functions; Taiwan + Suchen Sie Ihr Suchwort? Lehrmodell; Schulleistung; Experiental learning; Erfahrungsorientiertes Lernen; Cognitive styles; Kognitiver Stil; Langzeitgedächtnis; Gehirn; Educational Innovation; Bildungsinnovation; Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning theory; Lerntheorie; Unterrichtserfolg; Programmplanung; Schülerbefragung; Schülerverhalten; Schulversuch; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Abrechnung; Buchführung; Buchhaltung; Ausbildung; Berufsbildung; Merkfähigkeit
Abstract	McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey's experiential learning, Kolb's four learning styles, Jung's personality types, as well as Bogen's left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is improved in the whole brain treatment group and thus this model is effective in retaining learning information as long term memory. Specifically, when examine the effectiveness of student scoring levels (high, median, and low), the results indicated that retention improved across all levels in the treatment group while results were inconsistent in the control group. When examine academic achievement and attitudes, interaction factor of both school and method showed a statistically significant difference. (Contains 14 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10