Abstract

One learner-centered approach to teaching that has been shown to have a positive influence on student motivation to learn is use of the Student Oriented Learning Outline (SOLO). The SOLO provides students with a clear roadmap, rationale, strategy, and self-assessment of learning for each unit of instruction. This IRB-approved study sought to determine if the use of a SOLO in a University of Arkansas equine production course had a positive influence on three areas: mastery of material taught, retention of material taught, and voluntary positive student behaviors related to the course material. Thirty-one students were in the non-SOLO (control) group, and 25 students comprised the SOLO (treatment) group. Three selected units were taught to each group with the SOLO provided one-week prior for the treatment group only. Exam scores were compared utilizing Analysis of Covariance (ANCOVA). ANCOVA was used to statistically control for any effects due to differences in high school grade point averages of participants. The SOLO group significantly outperformed the non-SOLO group on each exam. Student perceptions of SOLOs were overwhelmingly positive. Students found SOLOs beneficial in preparing for class and exams. Students exhibited positive affective indicators of voluntary student behavior in each of the three SOLO sessions.