title: Effects of Temporal Sequencing of Student Study and Teacher Presentation on Examination Performance.
abstract: Whether students should read class materials prior to or after teacher presentation was investigated. One hundred twenty-eight General Psychology students were assigned to the two conditions, 64 per condition. Students in the prior-reading condition read two reprints, 10 minutes per reprint. The post-reading group was then assembled with the prior-reading group for a teacher presentation of reprint materials. Following teacher presentation, the post-reading group was retained and read the reprints. One day later both groups were given multiple-choice tests on the reprints. No difference in test performance was found for the two groups.
authors.affiliation: a Illinois State University , USA.
authors.forename: Valjean M
authors.initials: VM
authors.lastname: Cashen
authors.affiliation: a Illinois State University , USA.
authors.forename: Kenneth L
authors.initials: KL
authors.lastname: Leicht
authors.affiliation: a Illinois State University , USA.
authors.forename: Gary C
authors.initials: GC
authors.lastname: Ramseyer