ERIC Number: ED014039
Record Type: RIE
Publication Date: 1967-Jan
Pages: 1
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
EVALUATING PROGRAMMED INSTRUCTIONAL TECHNIQUES.
HAMPTON, JOHN D.
A LINEAR AND A BRANCHING PROGRAMED TEXTBOOK WERE COMPARED FOR EFFECTIVENESS WITH EACH OTHER AND WITH A CONVENTIONAL TEXTBOOK. SIX GROUPS OF 82 AIRMEN EACH STUDIED EDUCATIONAL PRINCIPLES UNDER THE THREE FORMATS. STUDENT ACHIEVEMENT IN LEARNING WAS MEASURED BY BOTH MULTIPLE-CHOICE AND CONSTRUCTED-RESPONSE TESTS. IMMEDIATE ACHIEVEMENT WAS MEASURED BY A POSTTEST GIVEN UPON COMPLETION OF THE LEARNING TASK. ANALYSIS OF VARIANCE OF THE POSTTEST SCORES REVEALED THE FOLLOWING--BOTH PROGRAMED TEXTBOOKS PRODUCED SIGNIFICANTLY SUPERIOR ACHIEVEMENT AND RETENTION OVER THE CONVENTIONAL TEXTBOOK, BUT NEITHER PROGRAM PROVED SUPERIOR TO THE OTHER AS MEASURED BY THE TWO MODES OF TESTING. RESULTS SUGGEST THAT AN EVALUATION OF PROGRAMED LEARNING TECHNIQUES MUST CONSIDER THE VARIABLES OF TESTS, STATISTICAL ANALYSIS, AND THE MEANING OF TERMS. (THE DOCUMENT INCLUDES CHARTS AND TABLES.) THIS ARTICLE APPEARED IN THE "CALIFORNIA JOURNAL OF EDUCATIONAL RESEARCH," VOLUME 18, NUMBER 1, JANUARY 1967, PUBLISHED BY THE CALIFORNIA TEACHERS' ASSOCIATION, 1705 MURCHISON DRIVE, BURLINGAME, CALIFORNIA. (AUTHOR/LY)
Descriptors: Academic Ability, Achievement, Achievement Tests, Analysis of Variance, Branching, Evaluation, Experimental Groups, Linear Programing, Programed Instruction, Programed Instructional Materials, Research, Responses, Retention (Psychology), Statistical Data, Student Characteristics, Test Results, Testing, Tests, Textbooks
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Sponsor: N/A
Authoring Institution: N/A
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