Effects of learner characteristics on programed learning performance

Woodruff, A. Bond; Faltz, Charles A.; Wagner, D. J.

doi:10.1002/1520-6807(196601)3:1<72::aid-pits2310030120>3.0.co;2-p

Cited by 7 publications

(2 citation statements)

References 6 publications

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“…It would appear that the SS program reduces ability differences in time and errors while at the same time it produces more divergence in the retention measures. This finding that PI does not " wash-out" ability differences is consistent with other studies (Lambert, Miller and Wiley, 1962;Reed and Hayman, 1962) as is the relationship between ability and number of program errors (Woodruff, Faltz and Wagner, 1966). The fact that the easier version, the SS program, actually resulted in larger ability differences on the post-tests, supports Keislar (1959) who found that instruction by programmed instruction devices made learners more variable on his criterion measure.…”

Section: Resultssupporting

confidence: 87%

Motivation, Step Size and Selected Learner Variables in Relation to Performance With Programmed Instruction

Morris

Blank

McKie

et al. 1970

Programmed Learning and Educational Technology

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252 fifth-grade students, categorised into anxiety-ability levels, were exposed to one of three forms of pre-program experience in an attempt to manipulate achievement motivation: (a) a pre-test followed by a satisfactory report, (b) a pre-test followed by no report, and (c) a pre-test on material other than that covered by the program. After the pre-program experience students completed either a large or small step (SS) version of an English money program. Using four criteria (immediate post-test, delayed post-test, time, and program errors) ability was significant for all but time (p<0·01), anxiety was significant only for errors and only on the SS program (p<005), and the Treatment X Anxiety interaction was significant for the delayed post-test on the SS program (p<0·01). This interaction was such that high-anxious students performed better, without a pre-test while low-anxious students did better with a pre-test. Discussion centred on the explanation of this interaction and why the SS program produced more differentiation than the large step.

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Section: Resultssupporting

confidence: 87%

Motivation, Step Size and Selected Learner Variables in Relation to Performance With Programmed Instruction

Morris

Blank

McKie

et al. 1970

Programmed Learning and Educational Technology

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“…Programmed instruction was developed in the 1970s (Maehr, 1964;Newton & Hickey, 1965;Woodruff, Faltz, & Wagner, 1966). The aspects of programmed and traditional teaching were studied (Hughes, 1975).…”

Section: Introductionmentioning

confidence: 99%

Didactics: Peculiarities of Programmed Teaching of a Cartwheel to Boys Aged 14

Suprun

Іващенко

Cieślicka

2021

Journal of Learning Theory and Methodology

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The purpose of the study was to determine the peculiarities of programmed teaching of a cartwheel to boys aged 14. Material and methods. The study participants were 20 boys aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, factor analysis. Results. The analysis of similarities revealed that the program components are interrelated. Series of training tasks I, II and IV are combined into one group and provide conditions for teaching boys aged 14 a cartwheel. Conclusions. As a result of factor analysis, the study obtained a two-factor model of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. Factor models of the teaching program explain 69.371% and 75.394% of the variation of results. The study found that the effectiveness of the program depends on the modes of exercise repetition. The use of the mode of exercise repetition of 6 sets 2 times each with a rest interval of 60 s increases the effectiveness of the proposed program (p <0.05).

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Learning From Verbal Discourse in Educational Media: A Review of the Literature

Carroll¹

1971

ETS Research Bulletin Series

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Effects of learner characteristics on programed learning performance

Cited by 7 publications

References 6 publications

Motivation, Step Size and Selected Learner Variables in Relation to Performance With Programmed Instruction

Motivation, Step Size and Selected Learner Variables in Relation to Performance With Programmed Instruction

Didactics: Peculiarities of Programmed Teaching of a Cartwheel to Boys Aged 14

Learning From Verbal Discourse in Educational Media: A Review of the Literature

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