This module contains the specific activities

and instructions for the processes or

methods of the experimental study. This
will serve as a guide on conducting the
daily sessions of the experiment including
the rationale, goals/objectives and the
activity-proper.

Experimental Module

LENGTH EFFECTSOF LECTURETIME:

LEARNING ON THECOGNITIVE
ABILITY OF THE
COLLEGE STUDENTS

Experimental Psychology
LENGTH OF LECTURE TIME AND COGNITIVE LEARNING ABILITY 1

MODULE DESCRIPTION

Cognitive learning abilities of the students are closely tied to the length of lecture time in

the student’s daily academic online class discussion. Their cognitive learning ability is mainly

about how the students maintain their attention in the class discussion – which is the basis to

retain the information that will measure their knowledge and/or learning in a particular course

subject. The cognitive learning ability is a style of learning that is powerful approach compared

to the traditional classroom approach. In this aspect, instead of focusing on the memorization,

cognitive learning builds upon the past knowledge. It builds a skill that may help the students to

become a better learner such as to make connections and reflects on the materials that is being

used.

On the other hand, length of lecture time in the study of Eze and Ombajo in 2017, entitled

“Lecture duration: A risk factor for quality teaching and learning in higher education,” the

researcher of this study explored the possible outcome of the length of lecture time on the quality

of teaching and learning to the higher education teachers and/or students. In their study, it was

mentioned that human attention span has limitation and boundaries; therefore, their study came

up with the concern of what is the best length of lecture time that is effective to the teaching and

learning for higher education’s teachers and/or students.

Furthermore, in the study of Eze and Ombajo (2017), they hypothesized that there is a

significant effect among long-lecture time, short-lecture time and standard lecture time on the

cognitive learning ability of the students. In line with this, as mentioned, the length of lecture

time may enhance the cognitive learning ability of the college students in the University of
Southern Mindanao campuses.
 Purpose of the Study

The reason behind the construction of this module is mainly to measure the effect of the

length of lecture time to the cognitive learning ability of the students of University of Southern

Mindanao.

The specific goals of this study are the following:

1. Provide an intervention (long-lecture time, short-lecture time and standard lecture

time) to the help the teachers and/or students that has difficulties in maintaining their

attention on the daily online class discussion.

2. To help the teachers in setting the best length of lecture time during their class

discussion and;

3. To help the students to focus their attention in every class discussion.

Participants and venue of the Study

This module will determine the cognitive learning ability of the students by providing

them a three (3) type of lecture time such as long-lecture time, short-lecture time and standard

lecture time.

The first year and second year college students of University of Southern Mindanao –

Kabacan, Cotabato is the chosen participants for the study.

 ORGANIZATION

INTERVENTIONS/EXPERIMENTS TIME/SCHEDULE VENUE

Due to the
Preliminary Phase 45-60 minutes – First day
implementation of the

Long-lecture Time 90 minutes – Second day COVID-19 health

protocol, this activity

Short-lecture Time 30-45 minutes – Third day will be conducted

through Google Meet

Standard Lecture Time 60 minutes – Fourth day to avoid further

problems to the

Debriefing 60 minutes – Fifth day facilitators as well as

to the participants.

Note:

1. Preliminary Phase – Pre-Test

2. Long-lecture Time

3. Short-lecture Time

4. Standard Lecture Time

5. Debriefing (Post-Test)
 Introduction

The length of a lecture time in academic class discussions are closely tied to the cognitive

learning abilities of the students particularly on how well the students maintain their attention as

a basis to retain information that will measure their knowledge or learning on a certain course. In

such manner, lectures are oral presentations given by an instructor who stands at the front of the

class and delivers information. In addition, Matheson (2008) argues that lectures are

advantageous because they allow an instructor to collate information from multiple sources,

explain complexities, and share their expert opinion. However, lectures have been criticized as

creating passive learning experiences for students but not everyone agrees with this argument.

Proponents of lecturing counter that lectures are capable of stimulating higher-order thinking in

students (Exley & Dennick, 2004; Small, 2014).

Also, in the process of learning, cognition plays a significant role in an individual. As

indicated by Brown (2019), cognition refers to the mental process of absorbing and retaining

knowledge. Further, cognitive learning focuses on human thought on how the brain respond,

process information, affected by both internal and external factors as people learn. Apart from,

the cognitive learning process is based on individuals cognitively processing input to result in a

behavior. It also includes a multitude of elements such as organizing, interpreting, categorizing,

attention, observing and forming generalizations. Another idea indicates that cognitive abilities

are aspects of mental functioning, such as memorizing and remembering; inhibiting and focusing

attention; speed of information processing; and spatial and causal reasoning (Robinson, 2012).

In a study conducted by Eze and Ombajo in 2017 entitled, “Lecture duration: A risk

factor for quality teaching and learning in Higher Education,” the researchers of the study
explored on the possible impact of lecture duration on the quality of teaching and learning in

higher education. It was based on the notion that human attention span has boundaries and

limitations, therefore, the study’s concern is: what is the best length of lecture duration for

effective teaching and learning in higher education. In this light, the present study hypothesized

that there is a significant effect among long-lecture time, short-lecture time and standard lecture

time on the cognitive learning ability of the students.

Thus, the researchers of the present study aim to determine the significant effect of the

length of lecture time on the cognitive learning ability of the college students in the University of

Southern Mindanao, Kabacan Cotabato.

 GOALS OF THE EXPERIMENTAL STUDY

The following goals of this module are:

1. To help the participants and instructors learn the significant effect of the length of lecture

time in cognitive learning.

2. To help the participants and instructors know the importance of long lecture time, short

lecture time and standard lecture time in the academic practice.

3. To provide a strong basis of information about what is the essential length of lecture time

that is essential or applicable for the students.

SCRIPT: INTRODUCTION

Good day everyone, we are the researchers composed of three members Jake P. Boston,

Jolie Mae S. Castillano and Mikee L. Martinez, 3rd year student from the Department of

Psychology. We are going to see each other for 5 days. On day 1 it will be the preliminary phase

or the pre-test, on day 2 we will conduct a long-lecture time, on day 3 we will conduct a short-

lecture time, on day 4 for standard lecture time and lastly for day 5 is the debriefing or the post-

test. We are hoping for your full attendance every meeting and looking forward for your full

cooperation and participation during every session. We are also hoping that you will take every

session seriously. Thank you so much, we are glad for having you guys!
 SESSION 1

Preliminary Phase

Rationale:

This activity will serve as a way for the participants to build their trusts towards the

facilitator. This session will be the pre-test of the study as well as providing the house rules and

brief background about the activity.

Objectives:

This activity intends:

1. To inform the brief background about the activity;

2. To build rapport between the facilitators and participants;

3. To let the participants sign the consent form.

Materials:

The materials needed for this activity will be the following:

1. Google Forms

2. Pen and paper for note taking.

Time:

40 – 60 minutes
Activities:

The first thing that the facilitators must do is to introduce themselves to the participants.

They must share something about themselves as the way to build the rapport and also to lessen

the awkward scenarios during the activity. Next, the facilitators will present the purpose of their

activity and they will provide a house rules that will maintain the peacefulness of the activity.

Lastly, the facilitators will let the participants to sign the consent form.

I. Prayer

Heavenly and Loving Father, we come before you today and to acknowledge your

graciousness and sovereignty over all things. Lord, we pray to you that may you bless us today,

grant us your wisdom and guide us, as we start our first activity today and also throughout the

course of this event. We pray that you keep us away from harm and danger as well as we are

entrusting the successful of this event to you. We give you our praise, we give you our thanks.

This is our prayer and thanksgiving in the mighty name of Jesus, our Lord and Savior. Amen.

II. Briefing

Good day everyone! How are you feeling today? Aside from the stress that we are

having in our daily online class discussion, the stress we get because of the poor internet

connection and stress we get in thinking about how to continue this college journey. But look at

you now; you are still here, lending us some of your time to be our participants in this activity. In

this program, our primary goal is to measure your cognitive learning ability with different type of

length of lecture time. We will help you to determine what type of length of lecture time that
suits to your attention in your daily online class discussion. We will look forward to see you for

five consecutive days. We are here, hoping for your full cooperation, attention and complete

attendance for our every meeting.

III. House Rules

 Turn on always your mobile data or your Wi-Fi;

 Do not make unnecessary noises;

 If you have questions, do not hesitate to ask to the facilitators;

 If you are not feeling better, inform the facilitators ahead of time;

 Do not leave the meeting without proper permission;

 Always be on time and lastly;

 Please be comfortable in every session

IV. Establishing Rapport

V. Signing of Consent Form

VI. Closing Remarks

Hello everyone did you learn something with our lecture today? We hope that you we

share some information that may add to your knowledge. We would like to extend our gratitude

to you our dear participants we you participate today in our first session. Today’s activity helps

us to know each other, and we are glad for your cooperation. The most important thing at the end

of the day is happiness and peace of mind, we will not say good bye instead we will say until we

meet again for we believe saying goodbye means ending things for good. See you again

tomorrow everyone. Again, good day and thank you.

 VII. Closing Prayer

Heavenly and Loving Father, we come before you today and to acknowledge your

graciousness and sovereignty over all things. Lord, we pray to you that may you bless us today,

grant us your wisdom and guide us, as we end our first activity today; we pray that you still keep

us away from harm and danger. We give you our praise, we give you our thanks. This is our

prayer and thanksgiving in the mighty name of Jesus, our Lord and Savior. Amen.
 Session 2:

Long-lecture Time

Rationale:

Doing this activity, it serves as a way for the participants to assess their cognitive

learning activity by having a long-lecture time. This session will last for 2 consecutive hours.

Objective:

At the end of the session, the participants will be able to:

1. Learn something about the lesson;

2. Letting the participants experience the 2 hours continuous lecture and;

3. To assess their cognitive learning ability on the 2 hours long-lecture time;

Materials:

Since this is the start of formal lecture, the participants are encouraged to prepare the

following:

1. Pen

2. Notebook

3. Laptop or Mobile Cellphones

4. Video Lessons (Facilitators material)

Time:

2 hours
Activities:

I. Opening Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your

will be done on earth as it is in Heaven. Father we pray for Your guidance as throughout the day

and We pray for the success of the activities of today's session. We acknowledge that apart from

You we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray.

Amen.

II. Opening Remarks

Good morning everyone, today is the second day of our session, we are glad that able

you are all able to attend in today’s session.

For today’s session, have you already experience a lecture which is 2 hours long?

What did you feel? Do you think it is boring? When the lesson is 2 hours straight, did you learn

something about the lesson? Now, we will help you to assess your cognitive learning ability with

our 2 hours lecture time. Thus, at the end of our lecture we will have a quiz and we hope that you

will still cooperate and attentive. But before we start we need to break the freezing awkwardness

between us by having an intermission number from one of our facilitators.

III. Intermission Number

IV. Activity Proper

1. 2 hours lecture

V. Quiz
 VI. Processing Questions

1. After having 2 hours lecture, what did you feel?

2. How can you assess your cognitive learning ability after the 2 hours long lecture

time?

VII. Closing Remarks

Hello everyone, are you still alive? Did you learn something with our long-lecture

time today? We hope that somehow after 2 hours of lecture there is information that will enhance

your knowledge. Today’s activity helps us to assess our cognitive learning ability with the help

of long-lecture time.

Again, we would like to extend our gratitude to you – our dear participants with your

participation today in our second session. We are very glad for everybody’s cooperation. See

you again tomorrow everyone. Again, good day and thank you.

VIII. Closing Prayer

Heavenly and Loving Father, we come before you today and to acknowledge your

graciousness and sovereignty over all things. Lord, we pray to you that may you bless us today,

grant us your wisdom and guide us, as we end our first activity today; we pray that you still keep

us away from harm and danger. We give you our praise, we give you our thanks. This is our

prayer and thanksgiving in the mighty name of Jesus, our Lord and Savior. Amen.
 Session 3

Short-lecture Time

Rationale:

Modern best practices strongly suggest limiting the length of a lecture to 15-20 minutes

or short length of lecture time, or breaking up a longer lecture with hands-on activities, as

research shows that 20 minutes is about as long as humans can maintain their attention on one

source of information (Bligh, 2000).

Objectives:

1. To assess participants response about short-lecture time.

2. To learn the impact of short lecture time.

3. To know the positive and negative outcome of having a short-lecture time in the

participants.

Materials:

 Laptop

 Mobile phone

 Pen and Paper

 Video Lessons (Facilitators material)

Time:

30-45 minutes
Activities:

I. Opening Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from

You we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray.

Amen

II. Briefing

Good day everyone, I hope you are doing great today, since long lecture time have been

conducted yesterday, and for today we are going to conduct a short-lecture time in relation to

our study. And I am hoping for your full cooperation, attention and complete attendance every

meeting.

III. Activity Proper

Standard Lecture Time

IV. Quiz

V. Closing Remarks

Hello everyone I hope you are doing great. For today’s activity you have been undergo in

short lecture time duration. Short lecture time helps students maintain their attention, and since

the attention span of the students is limited keeping the duration of a session short will increase

student motivation. Moreover, students’ engagement and retention of material, which are

typically low in lectures, can be improved when instructors make efforts to keep students at the

optimal level of arousal, which is most often achieved by breaking up the lecture with activities.

Thank you for your participation in today’s session, God bless and more power.
VI. Closing Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from You

we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray. Amen
 Session 4

Standard Lecture Time

Rationale:

The standard way of lecturing usually refers to a one-way learning pedagogical model

where the students are passive recipients of knowledge and the lecturer as the provider of

knowledge. The roles are clear: the lecturer with the knowledge tells the students who lack it

everything they need to know. The lecturer speaks, the students listen.

The average time spent in a class differs. In high school, classes usually last around 55

minutes long, meeting every day. In college, classes can last around 50 minutes, meeting three

days a week or twice a week, meeting for an hour and 15 minutes. A class that meets for an hour

two or three days a week is a standard college schedule for full-time students (Kots 2021).

Objectives:

1. To assess participants response about standard lecture time.

2. To learn the impact of standard lecture time.

3. To know the positive and negative outcome of having a standard lecture time in the

participants.

Materials:

 Laptop

 Mobile phone
  Pen and Paper

 Video Lessons (Facilitators material)

Time:

60 minutes

Activities:

I. Opening Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from You

we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray. Amen

II. Opening Remarks

Good morning everyone, I hope you are doing well and safe today. Yesterday we have

been conducted a short lecture time for the participants to assess its impact in cognitive learning,

and for today we will going to conduct a standard lecture time in relation to our study. And I am

hoping for your full cooperation, attention and complete attendance every meeting.

III. Activity Proper

Standard Lecture Time

IV. Quiz
V. Closing Remarks

Hello everyone I hope you are doing great. For today’s activity you have been undergo in

standard lecture time duration. Standard lecture time is also helpful for maintaining the students

attentation it also aids students motivation because it follows the proper way or method in

lecturing.

We the researchers are extending our gratitude to all of you for today’s activity’s success.

Thank you for your participation in today’s session.

VI. Closing Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from You

we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray. Amen
 Session 5

Debriefing

Rationale:

Objectives:

1. To conduct the Post-Test

2. To distribute the tokens for gratitude

Materials:

 Laptop

 Mobile phone

 Tokens/Certificates

 Test Questionnaires

Time:

60 minutes

Activities:

I. Opening Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from You

we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray. Amen
 II. Opening Remarks

Good morning everyone, I hope you are doing well and safe today. Yesterday is the

fourth day and today we will conduct the last part of our experiment which is the debriefing and

distribution of test questionnaires for the posttest. And I am hoping for your full cooperation,

attention and complete attendance every meeting.

III. Activity Proper

Posttest

Giving of Tokens

IV. Closing Remarks

Hello everyone I hope you are doing great. For today’s activity we have just finished the

last part of the experiment which is the administering of posttest. Rest assure that the

information you provided will be kept confidential and will be used for educational purposes to

aid students learning.

Further, we the researchers are extending our gratitude to all of you for today’s activity’s

success. Thank you for your participation in today’s session.

V. Closing Prayer

Our Father who art in heaven hallowed be Your Name. Your kingdom comes. Your will

be done on earth as it is in Heaven. Father we pray for You to guide as throughout the day and

We pray for the success of the activities of today's session. We acknowledge that apart from You

we can do nothing. May Your Name be glorified even more. In Jesus Name, we pray. Amen.
LENGTH OF LECTURE TIME:
EFFECTS ON THE COGNITIVE
LEARNING ABILITY OF THE
COLLEGE STUDENTS