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ERIC Number: ED003077
Record Type: RIE
Publication Date: 1965
Pages: 146
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
INTERACTING EFFECTS OF VARYING STEP-SIZE AND FEEDBACK IN PROGRAMED INSTRUCTION.
GORDON, JOHN M., JR.
THE FOLLOWING HYPOTHESES WERE TESTED DURING THIS STUDY--(1) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES NOT INCREASE THE EFFECTIVENESS OF SMALL STEP-SIZE PROGRAMS FOR STUDENTS AT ALL ACHIEVEMENT LEVELS, (2) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES INCREASE THE EFFECTIVENESS OF MODERATE STEP-SIZE PROGRAMS AT ALL ACHIEVEMENT LEVELS, AND (3) PROVIDING MODERATELY DIFFICULT FRAMES WITH KNOWLEDGE OF CORRECT RESPONSE WILL BE MORE EFFECTIVE THAN ANY OTHER COMBINATION OF STEP-SIZE AND FEEDBACK FOR ALL ACHIEVEMENT LEVELS. ABOUT 400 SEVENTH-GRADE SCIENCE STUDENTS WERE ASSIGNED TO TAKE A SELECTED PORTION OF A PUBLISHED PROGRAM COVERING STATIC ELECTRICITY AND VOLTAIC CELLS. THREE VARIATIONS OF THE PROGRAM WERE DEVELOPED UTILIZING DIFFERENT STEP-SIZES. RESULTS WERE EQUIVOCAL. (HB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Michigan State Univ., East Lansing.
Identifiers: MICHIGAN; Michigan (East Lansing)