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Effects of classroom structure on retention and implementation of knowledge in students
Author(s) -
Banda Anisha Manika,
Steed Kevin,
Schmalz Naomi,
Ojukwu Kene,
Diaz Molly,
Padilla Jessica,
Wisco Jonathan J.
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.957.21
Subject(s) - session (web analytics) , curriculum , outreach , incentive , schedule , psychology , medical education , mathematics education , medicine , pedagogy , computer science , world wide web , political science , law , economics , microeconomics , operating system
Typical classroom instruction consisting of a block period style of education often incurs problems with retention and implementation of information by students. In the outreach program Anatomy Academy, students receive holistic health instruction regarding the human body. In this study two sessions of Anatomy Academy were conducted, each executed on different time tables. The first group of students attended a week long session, spending five hours each day at the program. The second group of students was taught the same curriculum for one hour each week for six weeks. While both groups were constructed with the same student‐teacher ratio, students in the second group who were on the block schedule were unable to connect with mentors on the same level as students in the first group. The increased willingness and ability of students in Group One to incorporate mentors’ advice into healthier lifestyle choices can be attributed to 1) the trust developed in the student‐teacher relationship over multiple hours of interaction; and 2) an excitement and incentive for retaining information. The integrative approach of AA speaks to the success of immersion‐style teaching in classroom settings in encouraging students to retain and actualize information beyond just the day of instruction. Grant Funding Source : AAA