Hands-On Learning versus Learning by Demonstration at Three Recall Points in University Students

Abstract

This randomized study compared the effect of two teaching/learning methods (hands-on versus demonstration) on immediate, 15-minute, and 24/48-hour recall in 60 university students. Each student either made no-bake cookies or observed the demonstrated process. Inter-rater reliability concerning recall scores was strong (intraclass correlation coefficient = .98). Analysis of variance across all three levels of recall supported the hands-on condition (F [1,58] = 4.45, p = .039). However, only one of the three t tests (recall at 24/48 hours) comparing hands-on learning to demonstration at the three points of recall, was statistically significant (t [58] = 2.48, p = .008, with effect size d = .648). Generally, the results are consistent with occupational therapy theory, but the lack of a statistically significant difference in terms of immediate recall requires probing as to the meaningfulness of the occupational form to the particular individuals being observed. Meta-analysis of various studies investigating this important principle of occupational therapy is needed to clarify the results of this study in the context of other related studies.

Keywords

occupation-based learning memory recall

Get full access to this article

View all access options for this article.

References

Andiel

, & Liu

(1995). Working memory and older adults: Implications for occupational therapy. American Journal of Occupational Therapy, 49, 681–686.

Baldwin

B. T.

(1919). Occupational therapy applied to restoration of movement. Washington, DC: Commanding Officer and Surgeon General of the Army, Walter Reed General Hospital.

Dewey

(1916, 1966). Democracy and education (1966 Free Press ed.). New York: Macmillan.

Dunton

W. R.

Jr. (1928). Prescribing occupational therapy. Springfield, IL: Charles C. Thomas.

Eakman

A. M.

, & Nelson

D. L.

(2001). The effect of hands-on occupation on recall memory in men with traumatic brain injury. The Occupational Therapy Journal of Research, 21, 109–114.

Flinn

N. A.

, & Radomski

M. V.

(2008). Learning. In Radomski

M. V.

& Latham

Trombly C. A.

(Eds.), Occupational therapy for physical dysfunction (pp. 382–401, 6th ed.). Philadelphia: Lippincott, Williams & Wilkins.

Hartman

B. A.

Miller

Kopp B.

, & Nelson

D. L.

(2000). The effects of hands-on occupation versus demonstration on children's recall memory. American Journal of Occupational Therapy, 54, 477–483.

Meyer

(1922). The philosophy of occupational therapy. Archives of Occupational Therapy, 1, 1–10.

Slagle

E. C.

(1922). Training aides for mental patients. Archives of Occupational Therapy, 1, 11–17.

10.

Vessey

J. A.

(1988). Comparison of two teaching methods on children's knowledge of their internal bodies. Nursing Research, 37, 262–267.

11.

Warner

D. A.

(1989). Hands-on purposeful activity and short-term memory retention in elderly patients with cognitive deficits. Unpublished master's thesis, Western Michigan University, Kalamazoo.