Effects of branching in a computer controlled autoinstructional device.

Abstract

2 groups of 15 high school Ss received instruction in logic from a computer controlled autoinstructional device. In 1 group all Ss received a fixed sequence of 233 items. In the 2nd group each of the Ss received a different number and sequence of items, depending on the S's performance during the lesson. Branching decisions were based on errors and on the S's evaluation of his own readiness to advance to new topics. Posttest scores were significantly higher (.05 level) for the branching group than for the fixed sequence group; training time differences were not significant.

Chapter IX: Programed Instruction in Science and Mathematics

“…However, it should be noted that, although these investigators exhibited great concern for proper experimental design and for the power of tests of significance used in learning research, in contrast to the previously cited study of Gagné and others, they displayed little interest in the anatomical study of the program itself. Coulson and others (1962) found no significant correlation between ability and performance either for linear or for branching programs in logic. The authors of this chapter conclude that the more closely a program resembles a textbook, the higher will be its correlation with intelligence.…”

“…In a series of experiments in which Coulson and others (1962) compared linear and branching programs, it was only in the later experiments, in which extensively revised programs were employed, that significant differences between treatments occurred.…”

“…Employing a program in logic, Coulson and others (1962) matched two groups on the basis of The Henmon-Nelson Tests of Mental Ability. All individuals in one group took a fixed sequence of 233 items; each member of the other group received different numbers and sequences of items depending on his performance during the lesson.…”

Chapter VIII: Meaningful Learning and Retention: Practice and Reinforcement Variables

“…A most recent attempt by Coulson and others (1961) to demonstrate the superiority of a branching procedure over a fixed-sequence procedure was successful, but the special conditions of the experiment favored the branching group. Of some importance is the fact that the sequence of items for the fixed-sequence group was prepared by one independent consultant who made the sole judgment of what constituted an effective instructional sequence.…”

Chapter VIII: Computer Technology for Teaching and Research on Instruction

“…All of these data can be made available to the teaching logic for individualization of instruction. However, such rich data have not been used by many authors of programs, and perhaps only one study in four shows any advantage for a computer over other modes of presentation of tutorial or drill sequences (Coulson and others, 1962;Gentile, 1967;Melaragno, 1966;Silberman and others, 1961;Swets and others, 1966). Groen and Atkinson (1966) suggested a procedure for discovering optimal strategies for teaching a set of associations or concepts.…”