The chunking method of teaching and studying¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The chunking method requires students to use their cognitive processing capacity (CPC) to determine how much information to process at one time and to progressively chunk discrete units into a meaningful whole. A chunking study outline (CSO) provided by the teacher structures this process: each line is treated as a discrete unit early in learning, and in review students shift focus from parts to whole, with higher-order words serving as nexuses tying together lower-order words. The article evaluates refinements of the method, including CSO length and retention outcomes.

Design Implications¶

Context¶

Requirements¶

• A chunking study outline provided by the teacher, plus a programmed unit on using the CSO in studying
• Students study units in quantities approximating their CPC

Constraints¶

• The method was evaluated in general psychology classes with a somewhat restricted range of CPC scores in the CSO length study

Target Learners¶

• college students in general psychology, including provisionally accepted students with low SAT-Verbal scores

Target Learning Objectives¶

• improved success rates and long-term retention of factual knowledge, concepts, and principles

Claims¶

• Short Cso Improves Test Performance [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Furukawa, J. M., Sumpter, K., & Cohen, N. (1978). Chunking Method of Teaching and Studying: II. Paper presented at a meeting of the American Psychological Association, Toronto. https://eric.ed.gov/?id=ED165097