I conducted two studies on the comparative effects of the observation of learn units during (a) reinforcement or (b) correction conditions on the acquisition of math objectives. The dependent variables were the within-session cumulative numbers of correct responses emitted during observational sessions. The independent variables were the…

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

The study reviewed in this paper examined the effects of "mastery learning" and "student team learning" on the math achievement of high school students. The analysis included 588 ninth-grade students in 16 urban Philadelphia high schools. The study assessed the effectiveness of the different conditions after one year by…

Comparative studies of forward and backward chaining have led some to suggest that sensitivity to each teaching procedure may be idiosyncratic across learners and tasks. The purposes of the current study were threefold. First, we assessed differential sensitivity to each chaining procedure within children when presented with multiple learning…

In this paper we explored whether engaging in two inquiry skills associated with data collection, designing controlled experiments and testing stated hypotheses, within microworlds for one physical science domain (density) impacted the acquisition of inquiry skills in another domain (phase change). To do so, we leveraged educational data mining…

Proposes a neural network model for an intelligent tutoring system featuring adaptive external control of student pacing. An experiment was conducted, and students using adaptive external pacing experienced improved mastery learning and increased motivation for time management. Contains 66 references. (JKP)

A dynamic measure (number of examples needed to reach mastery) predicted transfer but not maintenance of a learned strategy for 64 third graders trained by scaffolded (n=32) or nonscaffolded (n=32) methods. A static measure had some predictive utility in the nonscaffolded condition. The potential superiority of scaffolded instruction is discussed.…

Eighth grade students, randomly assigned to three criterion performance levels, studied matrix algebra in three programed lessons. Student achievement, ability, time spent, and other measures were obtained; and minimal variance criterion performance levels, analogous to production isoquants, were attained. A Cobb-Douglas (log-linear) function was…