Abstract
This study investigated the relationship between instruction conditions and performance on direct application and transfer problems using Calculus 1 content. Eighty-one participants were assigned to either the ICalCulus (ICalC) group or Tell & Practice (TP) group. Results from Bayesian one-way ANCOVAs indicate that participants in the ICalC group outperformed the TP group on further Preparation for Future Learning (PFL) tasks from the delayed post-test in the second session. Bayesian repeated measures ANCOVAs showed cross-over interaction effects between time and the group condition for both PFL and further PFL, which indicates the stronger retention effect of the ICalC strategy. The findings of this study suggest directions for potential future studies to design more effective instructional strategies to facilitate PFL.
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