Title
Does method matter? A meta-analysis of the effects of training method on older learner training performance
Abbreviated Journal Title
J. Manage.
Keywords
FLUID ABILITY; AGE; SKILLS; WORK; CAUTIOUSNESS; ACQUISITION; KNOWLEDGE; VALIDITY; MEMORY; ADULTS; Business; Psychology, Applied; Management
Abstract
Training the older learner has been the topic of considerable discussion but there is no consensus on which instructional methods are associated with higher observed training performance. We use random factors meta-analysis to explore the effects of three instructional methods (lecture, modeling, and active participation) and four instructional factors (materials, feedback, pacing, and group size) on observed training performance. The results reveal that all three instructional methods and two instructional factors, self-pacing and group size, explain unique variance in observed training performance. Self-pacing explained the greatest proportion of the observed variance. Implications of these results are discussed. (C) 2003 Elsevier Inc. All rights reserved.
Journal Title
Journal of Management
Volume
17
Issue/Number
5
Publication Date
1-1-2003
Document Type
Article
Language
English
First Page
663
Last Page
680
WOS Identifier
ISSN
0149-2063
Recommended Citation
"Does method matter? A meta-analysis of the effects of training method on older learner training performance" (2003). Faculty Bibliography 2000s. 3653.
https://stars.library.ucf.edu/facultybib2000/3653
Comments
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