Timing of Information Presentation in Learning Statistics

Abstract

This study in the domain of statistics compares four information presentation formats in a 2 × 2 factorial design: timing of supportive information (before or during task practice) × timing of procedural information (before or during task practice). Seventy-two psychology and education students (7 male and 65 female; mean age 18.5 years, SD = 2.85)participated. The effectiveness of the learning material was measured by test performance. The instructional efficiency was measured by a combination of mental effort during practice and test performance (i.e., a high test performance combined with a low mental effort during practice denotes a high instructional efficiency). ANOVA showed a main effect for timing of supportive information: presentation during practice led to more efficient learning than presentation before practice. Moreover, an interaction effect was found. Simultaneous presentation of procedural information before and supportive information during practice led to the most efficient learning.