The relationship of motivation, listening capability, initial information, and verbal organizational ability to lecture comprehension and retention

Multiple linear regression analysis was used to determine the relationship of six predictor variables to immediate comprehension and delayed retention of a lecture. Listening comprehension ability and extrinsic motivation accounted for a statistically significant proportion of the variance in immediate lecture comprehension scores; and initial information, aroused interest, and intrinsic interest were found to be the best predictors of ‘delayed retention of the materials. However, intrinsic interest was inversely related to delayed retention. The data suggested that although persons with high initial information and low intrinsic interest did not comprehend the lecture any better than others, they retained more of what they heard. Thus the variables which most influence lecture comprehension may not significantly influence the delayed retention of what was heard.