Abstract
The current study examined the effectiveness of active lecture cues, rather than passive lecturing, on three levels of Bloom’s taxonomy. Distributed rehearsal lecture cues (DRLC) query students about course material in a repetitive manner. Conversely, elaborative rehearsal lecture cues (ERLC) prompt students to personally connect with the material. It was hypothesised that students’ scores would be significantly higher for constructs taught using either active lecture cue than passive lecture techniques. It was hypothesised that DRLC would be the most effective for knowledge level test items, while ERLC would be most effective for comprehension and application level test items. Repeated measure ANOVAs supported the hypotheses, suggesting active lecturing techniques influence the level at which students learned the information.
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