The Effects of Technology-Enhanced Anchored Instruction on the Knowledge of Preservice Special Educators

Abstract

This study was designed to compare the effects of anchored and nonanchored instruction on test scores of preservice special education teachers. Lectures were designed to be equivalent with the exception that the anchored instruction group received specific videodisc-based (full motion video) case study examples. The immediate and long-term acquisition of knowledge of 37 students divided into two groups (nonanchored instruction and anchored instruction) was explored using a pretest, posttest, and follow-up test design. All tests included multiple-choice and essay formats. Results revealed somewhat different within group patterns as well as important between group patterns. Although no differences between the two groups on the posttest immediately following the lectures was noted, the anchored instruction group outperformed the nonanchored group on the eigbt-week follow-up test. Implications for future research are discussed.