The Effectiveness of Course Objectives and Instructional Questions in Social Work Education

Abstract

The effectiveness of traditional teaching aids in social work education was tested in this factorial design study. Empirical support was found for the use of instructional objectives and review questions. Both demonstrably slowed the deterioration of long-term retention and recall of subject matter. No support was found for the use of preinstructional questions. The study places traditional tools in social work education on an empirical basis and has a variety of implications for social work faculty.