Skip to main content
SpringerLink
Log in

Effects of instructional objectives on learning and retention

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

A synthesis is presented of the various rationales which predict the facilitative influence of instructional objectives on learning and retention. Facets which are particularly relevant to the analysis of instructional objectives in learning situations include the dimensional character of attending behavior, the optimal degree of specificity to be incorporated in specifying instructional outcomes, effects of the placement or position of objectives during instruction, and a discussion of investigations concerned with an incidental or unspecified learning criterion. The conclusion is that, on each of these issues, various instructional conditions determine the efficacy of utilizing objectives to promote learning and retention.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • AERA Monograph Series on Curriculum Evaluation, No. 3, Instructional Objectives (1969) Chicago: Rand McNally.

  • Atkin, J. M. (1968). “Behavioral Objectives in Curriculum Design: A Cautionary Note”, The Science Teacher. 35, 27–30.

    Google Scholar 

  • Baker, E. L. (1969). “Effects on Student Achievement of Behavioral and Nonbehavioral Objectives”, The J. of Experimental Education. 37 (4), 5–8.

    Google Scholar 

  • Barton, G. E.Jr. (1950). “Educational Objectives: Improvement in Curriculum Theory and their Determination”, in V. E., Herrick and R. W., Tyler, eds., Toward Improved Curriculum Theory. Chicago: University of Chicago Press.

    Google Scholar 

  • Bobbitt, F. (1924). How To Make A Curriculum. Boston: Houghton Mifflin Co.

    Google Scholar 

  • Bloom, B. S., et al. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: Longmans Green.

    Google Scholar 

  • Broudy, H. S. (1970). “Can Research Escape the Dogma of Behavioral Objectives?” School Review 78, 43–56.

    Google Scholar 

  • Cunningham, D. J. (1972). “The Retention of Connected Discourse: A Review”, Review of Educational Research. 42 (1), 47–71.

    Google Scholar 

  • Dalis, G. T. (1970). “Effect of Precise Objectives upon Student Achievement in Health Education”, The J. of Experimental Education. 39 (2), 20–23.

    Google Scholar 

  • Deese, J. (1964). “Behavioral Effects of Instructions to Learn: Comments on Professor Postman's Paper”, in A. W., Melton, ed., Categories of Human Learning, pp. 202–09. New York: Academic Press.

    Google Scholar 

  • Ebel, R. L. (1970). “Behavioral Objectives: A Close Look”, Phi Delta Kappan. 52 (3), 171–73.

    Google Scholar 

  • Eisner, E. W. (1967a). “Educational Objectives: Help or Hindrance?” School Review. 75 (3), 250–66.

    Google Scholar 

  • Eisner, E. W. (1967b) “A Response to my Critics”, School Review. 75 (3), 277–82.

    Google Scholar 

  • Eisner, E. W. (1969). “Instructional and Expressive Objectives: Their Formulation and Use in Curriculum”, in Instructional Objectives (AERA Monograph Series on Curriculum Evaluation, No. 3), 1–18. Chicago: Rand McNally

    Google Scholar 

  • Frase, L. T. (1967). “Learning from Prose Material: Length of Passage, Knowledge of Results, and Position of Questions”, J. of Educational Psychology. 58 (5), 266–72.

    Google Scholar 

  • Frase, L. T. (1968). “Effect of Question Location, Pacing, and Mode upon Retention of Prose Material”, J. of Educational Psychology. 59 (4), 244–49.

    Google Scholar 

  • Gagné, R. M. (1965). “The Analysis of Instructional Objectives for the Design of Instruction”, in R., Glaser, ed., Teaching Machines and Programmed Learning, II: Data and Directions. pp. 21–65. Washington: Department of Audio Visual Instruction, NEA.

    Google Scholar 

  • Gagné, R. M. (1967). “Curriculum Research and the Promotion of Learning”, in Perspectives of Curriculum Evaluation (AERA Monograph Series on Curriculum Evaluation, No. 1), 19–38. Chicago: Rand McNally.

    Google Scholar 

  • Gagné, R. M. (1971). Conditions of Learning, 2nd ed, New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Gagné, R. M. (1972). “Behavioral Objectives? Yes!” Educational Leadership. 29, 394–96.

    Google Scholar 

  • Games, P. A., Johnson, F. C., and Klare, G. R. (1967). “The Interpolation of Instructional Objectives during “Breaks” in Recorded Speech Lectures”, Speech Monographs. 34 (4), 437–442.

    Google Scholar 

  • Goodlad, J. I. (1966). “The Development of a Conceptual System for Dealing with Problems of Curriculum and Instruction.” The Cooperative Research Program, Office of Education, U.S. Department of Health, Education, and Welfare, Contract No. SAE-8024, Project No. 454.

  • Hastings, G. R. (1972). “Independent Learning Based on Behavioral Objectives”, The J. of Educational Research. 65, 411–16.

    Google Scholar 

  • Herrick, V. E., and Tyler, R. W., eds. (1950). Toward Improved Curriculum Theory. Chicago: University of Chicago Press.

    Google Scholar 

  • Janeczko, R. J. (1971). “The Effect of Instructional Objectives and General Objectives on Studient Self-Evaluation of Psychomotor Performance in Power Mechanics.” Doctoral dissertation, University of Missouri-Columbia. Ann Arbor, Mich.: University Microfilms, No. 72-10, 556.

  • Jenkins, J. R., and Deno, S. L. (1971). “Influence of Knowledge and Type of Objectives on Subject-Matter Learning”, J. of Educational Psychology. 62 (1), 67–70.

    Google Scholar 

  • Kausler, D. H., and Trapp, E. P. (1960). “Motivation and Cue Utilization in Intentional and Incidental Learning”, Psychological Review, 67, 373–79.

    Google Scholar 

  • Kneller, G. F. (1972). “Behavioral Objectives? No!”, Educational Leadership. 26, 397–400.

    Google Scholar 

  • Krathwohl, D. R., et al. (1964). Taxonomy of Educational Objectives, Handbook II: Affective Domain. New York: David McKay.

    Google Scholar 

  • Long, J. D., and Huck, S. W. (1972). “The Effect of Behavioral Objectives on Student Achievement.” Paper presented at the Annual American Educational Research Association Meeting, Chicago, April.

  • Lovett, H. T. (1971). “The Effects of Various Degrees of Knowledge of Instructional Objectives and Two Levels of Feedback from Formative Evaluation on Student Achievement.” Doctoral dissertation, University of Georgia. Ann Arbor, Mich.: University Microfilms, No. 72-10, 997.

  • MacDonald, J. B., and Wolfson, B. J. (1970). “A Case Against Behavioral Objectives”, The Elementary School Journal. 62, 119–28.

    Google Scholar 

  • Mager, R. F. (1962). Preparing Instructional Objectives. Palo Alto, Calif.: Fearon Publishers.

    Google Scholar 

  • McLaughlin, B. (1965). “‘Intentional’ and ‘Incidental’ Learning in Human Subjects: The Role of Instructions to Learn and Motivation”, Psychological Bulletin. 63 (5), 359–76.

    Google Scholar 

  • Mechanic, A. (1962). “The Distribution of Recalled Items in Simultaneous Intentional and Incidental Learning”, J. of Experimental Psychology. 63, 593–600.

    Google Scholar 

  • Merrill, P. F. (1971). “The Effects of the Availability of Objectives and/or Rules on the Learning Process.” Paper presented at the Annual American Educational Research Association Meeting, New York, February.

  • Merrill, P. F., and Towle, N. J. (1972). “The Effects of the Availability of Objectives on Performance in a Computer-Managed Graduate Course.” CAI Center, Tech Memo No. 47, Florida State University.

  • Nelson, D. L. (1970). “The Effect of Specifically Stated Instructional Objectives on the Achievement of Collegiate Undergraduate Economic Students.” Doctoral dissertation, University of Vermont. Ann Arbor, Mich.: University Microfilms, No. 71-18, 789.

  • Olson, G. H. (1972). “An Examination of the Facilitative Effects of Objectives, Grades, and Knowledge of Results on Classroom Learning.” Paper presented at the Annual American Educational Research Association Meeting, Chicago, April.

  • Patton, T. C. (1972). “The Effects of Student Knowledge of Behavioral Objectives on Achievement and Attitudes in Educational Psychology.” Doctoral dissertation, University of Northern Colorado. Ann Arbor, Mich.: University Microfilms, No. 72-23, 815.

  • Popham, W. J. (1968). “Probing the Validity of Arguments Against Behavioral Goals.” Paper presented at the Annual American Educational Research Association Meeting, Chicago, February.

  • Popham, W. J. (1972). “Objectives'72”, Phi Delta Kappan, 54, 432–35.

    Google Scholar 

  • Postman, L. (1964). “Short-Term Memory and Incidental Learning”, in A. W., Melton, ed., Categories of Human Learning, 145–201, New York: Academic Press.

    Google Scholar 

  • Rothkopf, E. Z., and Kaplan, R. (1972). “Exploration of the Effect of Density and Specificity of Instructional Objectives”, J. of Educational Psychology. 63 (4), 295–302.

    Google Scholar 

  • Simpson, E. J. (1966–67). “The Classification of Educational Objectives, Psychomotor Domain,” Illinois Teacher of Home Economics. 110–44.

  • Smith, P. G. (1972). “On the Logic of Behavioral Objectives”, Phi Delta Kappan. 54, 429–31.

    Google Scholar 

  • Stake, R. E. (1970). “Objectives, Priorities, and Other Judgment Data”, Review of Educational Research. 40, 181–212.

    Google Scholar 

  • Stedman, C. H. (1970). “The Effects of Prior Knowledge of Behavioral Objectives on Cognitive Learning Outcomes Using Programmed Materials in Genetics.” Doctoral dissertation, Indiana University. Ann Arbor, Mich.: University Microfilms, No. 71-11, 351.

  • Tiemann, P. W. (1967). “Outcomes in a Televised College Economics Course with Variable Student Knowledge of Objectives”. Unpublished doctoral dissertation, University of Illinois.

  • Tyler, R. W. (1934). Constructing Achievement Tests. Columbus: The Ohio State University.

    Google Scholar 

  • Tyler, R. W. (1950). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.

    Google Scholar 

  • Weinberg, H. (1970). “Effects of Presenting Varying Specificity of Course Objectives to Students on Learning Motor Skills and Associated Cognitive Material.” Doctoral dissertation, Temple University. Ann Arbor, Mich.: University Microfilms, No. 71-10, 839.

  • Wright, A. R. (1972). “Beyond Behavioral Objectives”, Educational Technology. 12, 9–13.

    Google Scholar 

  • Yelon, S. L., and Schmidt, W. H. (1972). “The Effects of the Placement of Objectives Within an Instructional Period and a Precriterion Test on the Acquisition of a Cognitive Task.” Paper presented at the Annual American Educational Research Association Meeting, Chicago, April.

  • Zimmerman, C. L. (1972). “An Experimental Study of the Effects on Learning and Forgetting when Students are Informed of Behavior Objectives Before or After a Unit of Study.” Doctoral dissertation, University of Maryland. Ann Arbor, Mich.: University Microfilms, No. 72-21, 140.

Download references

Author information

Authors and Affiliations

  1. Education and Training Department, 3M Center, 3M Company, St. Paul, Minnesota

    Tom E. Lawson

Authors
  1. Tom E. Lawson
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Lawson, T.E. Effects of instructional objectives on learning and retention. Instr Sci 3, 1–21 (1974). https://doi.org/10.1007/BF00117024

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00117024

Keywords

Search

Navigation