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    Verbal Versus Active Play Learning: Their Effectiveness on Symbol Recall in Three and Four-Year-Old Children

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    Author
    Dorman, Mark R.
    Keyword
    MALM
    Symbol Recall
    Verbal Learning Group
    Active Learning Group
    Active Play
    Motor
    Activity
    Date Published
    1992-12-01
    
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    URI
    http://hdl.handle.net/20.500.12648/6556
    Abstract
    This study investigated the contribution of the motor activity learning medium (MALM) to the development of symbol recall in three and four-year-old children. Eighteen pre-schoolers from Gananda Day Care, in Macedon, New York, were used in this study. They were assigned to either a verbal learning group or an active learning group using a stratified random sampling technique. The children were pre-tested for prior knowledge of the symbols; pi, sigma, theta, and omega of the Greek alphabet. These symbols were taught to children in the verbal learning and active learning groups for thirty minutes for two consecutive days with verbal and active learning teaching methods respectively. A post-test was performed after the second day of instruction and the results were recorded. A retention follow-up test was performed ten days later and the results were recorded. The data were statistically analyzed with the Wilcoxon Signed Rank Test of Differences. While a post-test and a ten-day follow-up test indicated a nonsignificant difference between the verbal learning and the active learning groups in performance, both groups showed gains on test scores. Although the results failed to show statistically significant differences in symbol recall between the two teaching methods, the mean scores for the active play group were higher for both the posttest and follow-up measures. The results showed a positive trend in favor of the active play method.
    Description
    Repository staff redacted information not essential to the integrity of this thesis to protect privacy.
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    Kinesiology, Sport Studies, and Physical Education Master’s Theses

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