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

OTJR: Occupation, Participation and Health

AOTF: The American Occupational Therapy Foundation

Interventions, Effects, and Outcomes in Occupational Therapy: Adults and Older Adults

Online Advanced Release
Hands-On Learning Versus Learning by Demonstration at Three Recall Points in University Students

OTJR: Occupation, Participation and Health

By Morna Kathleen Hearns, MOT, OTR/L; Barbara Kopp Miller, PhD; David L. Nelson, PhD, OTR/L, FAOTA

Submitted 2/28/09; Accepted 5/4/09; Posted 8/25/09

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.

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