Summarize, Synthesize, and Space: The Relative Effects of Organization, Repetition, and Spacing on Student Performance

Abstract

The effectiveness of using instructor-and student-generated course summaries and a related synthesis task was considered in experiments involving 290 undergraduate students in four principles of marketing classes. Students were exposed to one of four conditions: control, instructor-provided course summaries, student-generated course summaries, and student-generated course summaries plus a synthesis task pertaining to the target materials. Student performance on the comprehensive multiple-choice and long answer final examination was significantly different in the conditions, and the student-generated summaries plus synthesis task condition showed the most significant positive effect on student examination performance. Implications for teaching strategies are discussed.

What Works Best: A Systematic Review of Actual Learning in Marketing and Management Education Research

“…Creating personally relevant enrichments of the material can also be effective (cf. Angelo, 1993, Point #6, p. 5) as demonstrated by Saber's (2010) final manipulation where students provided examples of a related experience from their own lives in addition to their chapter summaries (additional d = .22). Young (2016, d = .68) and Stanton and Stanton (2017, d = .63) provide additional demonstrations of the effectiveness of rewriting or rephrasing targeted content and adding personal examples.…”

Uso de la técnica de economía de fichas para incrementar conductas de tratamiento en adultos mayores con sarcopenia

“…Las investigaciones que han utilizado la TEF como intervención para modificar conductas lo han hecho en el ámbito de educación, conductas problemáticas, trastornos del comportamiento y enfermedades psiquiátricas (Andzik et al, 2022;Fiske et al, 2015;Ivy et al, 2017;Lee Saber, 2017;Williamson & McFadzen, 2020). En contraparte, son pocos los estudios que han reportado su utilización en tratamientos enfocados en la alimentación, el ejercicio físico y en ninguna ocasión en el tratamiento de la sarcopenia (Carton y Schweitzer, 1996;Krentz et al, 2016;Magrab y Papadopoulou, 1977).…”

“…Cabe destacar, que la TEF ha tenido resultados a nivel individual, grupal y en la mayoría de las etapas de la vida (niñez, adolescencia, adultez y vejez). Aunque la técnica se puede utilizar a nivel grupal, la implementación, monitoreo, administración de fichas y retirada requiere realizarse de manera individualizada, dado a que el aprendizaje se logra de diferente manera y en tiempos distintos en cada persona (Aguilar-Valera y Rodríguez, 2016;Alqahtani, 2020;Doll et al, 2013;Ivy et al, 2017;Lee Saber, 2017;Williamson & McFadzen, 2020).…”

Raising Marketing Students’ Awareness of Their Role in Achieving Sustainable Development Goals: An Arts-and-Crafts-Based Pedagogy

“…For each activity, they were asked to elaborate on three key findings relating to their work lives (as marketing interns) or personal lives (as consumers or citizens). Identifying links with experiences in their own lives, in addition to writing exercises, has proved effective in terms of cognitive elaboration (Saber, 2010).…”