Abstract
To examine the extent of transfer of cued versus non-cued pre- professional healthcare undergraduates engaged in a case-based analogical reasoning exercise. Independent t-test analysis and effect size was calculated to assess transfer between cued and non-cued participants (N = 192). Cued participants (n = 98, M = 2.30, SD = .89) demonstrated significantly more transfer (t (175.91) = 2.65; p = .009; CI95 = (.10, 0.68); d = .39) than non-cued participants (n = 94, M = 1.9, SD = 1.14). Learning transfer improves among pre- professional undergraduates when cued during a case-based analogical reasoning experience.
Keywords
cueing, transfer, analogical reasoning
Creative Commons License
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Recommended Citation
Speicher, T. E.,
Kehrhahm, M. T.,
Bell, A.,
&
Casa, D. J.
(2011).
Effect of Cueing on Learning Transfer Among Pre-professional Undergraduate Healthcare Students Engaged in a Case-based Analogical Reasoning Exercise.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2011/papers/97
Effect of Cueing on Learning Transfer Among Pre-professional Undergraduate Healthcare Students Engaged in a Case-based Analogical Reasoning Exercise
To examine the extent of transfer of cued versus non-cued pre- professional healthcare undergraduates engaged in a case-based analogical reasoning exercise. Independent t-test analysis and effect size was calculated to assess transfer between cued and non-cued participants (N = 192). Cued participants (n = 98, M = 2.30, SD = .89) demonstrated significantly more transfer (t (175.91) = 2.65; p = .009; CI95 = (.10, 0.68); d = .39) than non-cued participants (n = 94, M = 1.9, SD = 1.14). Learning transfer improves among pre- professional undergraduates when cued during a case-based analogical reasoning experience.
