Abstract
Inductive approaches to structuring and presenting information (from the specific to the general) tend to be less popular than deductive approaches (general to specific) in most instances where communications of a professional or technical nature are concerned. In spite of this, several arguments are presented which would lead one to hypothesize that inductive scenarios would be more efficient in terms of message comprehension. This notion was tested in an experimental setting utilizing college students who were exposed to course lecture material presented in either the inductive or deductive mode. Results did not support the initial hypothesis, but due to research design limitations, neither did they refute it.
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Sandhusen, R.L., Gallay, R. (2015). An Exploration into the Relative Efficiency of Inductive versus Deductive Teaching Methods. In: Lindquist, J.D. (eds) Proceedings of the 1984 Academy of Marketing Science (AMS) Annual Conference. Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer, Cham. https://doi.org/10.1007/978-3-319-16973-6_42
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DOI: https://doi.org/10.1007/978-3-319-16973-6_42
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