Title

Does Method Matter? A Meta-Analysis Of The Effects Of Training Method On Older Learner Training Performance

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. © 2003 Elsevier Inc. All rights reserved.

Publication Date

10-1-2003

Publication Title

Journal of Management

Volume

29

Issue

5

Number of Pages

663-680

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/S0149-2063(03)00029-1

Socpus ID

0041426653 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/0041426653

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