Using performance to increase retention of dialectic tension management strategies

Abstract

The purposes of this pedagogical experiment were 1) to examine the relationship between mode of instructional presentation and retention of material, and 2) to consider a method for helping students understand and apply the findings of research reports. Based on Goss's (1989) description of the dual coding hypothesis, it was hypothesized that mode of presentation would have significant effects on retention of a lecture dealing with a relational communication issue. Although findings were in the expected direction, this hypothesis was not confirmed. Results indicated that students’ retention scores correlated most highly with their overall grade point average. Discussion examines the pedagogical implications of this study's confirmation of the null hypothesis. In addition, the relationship between students’ participation in research studies and their ability to apply concepts addressed in those studies is considered.