Browsing by Person "Maag, Louis"

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Duales Lernen in der kaufmännischen Berufsbildung : eine empirische Analyse im Fach Rechnungswesen
(2019) Maag, Louis; Kögler, Kristina
To date there has been a notable lack of empirical research into learning processes within the dual education system (dual learning). Theoretically, didactic merits are claimed for the dual education but, at the same time, there is increasing criticism of the inefficient exploitation of these potential benefits. The present study describes an approach to theoretically determine learning processes across the various learning-locations (school/company). Over a period of one year the empirical tests registered prior knowledge and learning successes of 151 apprentices of a commercial vocational school. Dual learning was empirically measured in one third of all test records. These results go some way towards indicating the reality of dual learning. In the analysis of bivariate relations between learning success (dependent variable) and prior knowledge (independent variable), prior knowledge from the respective other learning location was more effective (r = 0.34) than prior knowledge from the same learning location (r = 0.23). The prior knowledge from the respective other learning location was almost as effective as the general subject ability (r = 0.40). In the model of regression (R2 = 20%), the prior knowledge from the respective other learning location is a significant predictor of learning success, and its effectiveness is comparable to the general subject ability, whereas prior knowledge from the same learning location did not prove to be a significant predictor. For the first time, the didactic potential of the dual education system, which has until now only been theoretically substantiated, can be seen according to quantitatively analyzed empirical data. Moreover, dual learning was more frequent and effective in operational (company side) test tasks than in school test tasks. The fact that the planning of dual learning units in school is made more difficult by the heterogeneity of individual company training appears as a possible explanation for this finding. In contrast, opportunities for dual learning at workplace are easier to determine, because the harmonized processes of school education allow learners simultaneous learning progress, which facilitates the assessment of prior knowledge at a particular time of the education curriculum.