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Lunn, AM, Burkle, DM, Ward, R, McCloskey, AP, Rathbone, A, Courtenay, A, Mullen, R and Manfrin, A (2021) Spoken propositional idea density, a measure to help second language English speaking students: A multicentre cohort study. Medical Teacher. ISSN 0142-159X
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0142159X.2021.1985097.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (2MB) | Preview |
Abstract
Purpose: Idea density has been shown to influence comprehension time for text in various populations. This study aims to explore the influence of spoken idea density on attainment in young, healthy subjects using demographic characteristics.
Methods: Students watched two online lectures and answered 10 multiple choice questions on them. Students received one more idea dense (MID) and one less idea dense (LID) lecture on two different subjects.
Results: Seventy-five students completed the study achieving a higher median score after a less idea-dense lecture (LID = 7(3), MID = 6(3), p = 0.04). Artificial neural network models revealed the first language as the main predictor of exam performance. The odds ratio (OR) of obtaining ≥70% after a more idea-dense lecture was six-time higher for the first language versus second language English speakers (OR = 5.963, 95% CI 1.080–32.911, p = 0.041). The odds ratio was not significant when receiving a less dense lecture (OR = 2.298, 95% CI 0.635–8.315, p = 0.205). Second-language speakers benefited from receiving a lower idea density, achieving a 10.8% score increase from high to low density, versus a 3.2% increase obtained by first language speakers.
Conclusions: The propositional idea density of lectures directly influences students’ comprehension, and disproportionately for second language speakers; revealing the possibility of reduced spoken idea density in levelling the attainment differential between first and second language speakers.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Pharmacy & Biomolecular Sciences |
| Publisher: | Taylor & Francis |
| Related URLs: | |
| Date Deposited: | 10 Feb 2022 12:42 |
| Last Modified: | 10 Feb 2022 12:42 |
| DOI or ID number: | 10.1080/0142159X.2021.1985097 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/16112 |
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