A Comparison of Discovery Learning and Guided Instructional Strategies on Motor Skill Learning, Retention, and Transfer

Subjects (N = 48) were placed into one of three groups to receive a guided instructional strategy, a discovery instructional strategy, or a combination discovery-guided strategy. Their effects were compared on initial task learning, retention, and transfer to a second task. The tasks involved a computer-managed novel serial manipulation apparatus which contained eight hand-manipulative objects and four foot pedals. The guided learning and combination learning groups performed significantly better than the discovery learning group in the learning of the first task. The opposite was true on the retention test administered the following day. As to transfer effects, initial performances favored the discovery learning and combination learning groups. No sex differences in performance were noted on initial learning, retention, and transfer tests. It would appear that the instructional strategy should be compatible with the objectives of the learning experience, with consideration for initial learning, retention, and/or transfer possibilities.