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ERIC Number: ED003601
Record Type: RIE
Publication Date: 1964-Mar
Pages: 95
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
ACTIVITY LEVEL AND LEARNING EFFECTIVENESS.
SJOGREN, DOUGLAS D.; STAKE, ROBERT E.
A STUDY OF LEARNING ACTIVITY EXPLORED (1) AN ACTIVITY-ACHIEVEMENT SCALE TO DESCRIBE THE IMPACT OF ACTIVITY ON ACHIEVEMENT AND (2) THE POSSIBLE COMPLEXITY OR DIMENSIONALITY OF THIS IMPACT. TEN GROUPS, OF 10 COLLEGE UNDERGRADUATE STUDENTS EACH, WERE SCHEDULED TO STUDY UNDER EACH OF 10 LEARNING SITUATIONS. THE SITUATIONS CONSISTED OF TWO MODES OF STUDY (WRITING AND NOT WRITING) FOR EACH OF FIVE CONDITIONS--(1) NOTES, (2) OUTLINE, (3) TALK, (4) PROGRAMED TEXT, AND (5) TEACHING MACHINES. ONE TOPIC WAS ASSIGNED TO ALL STUDENTS EACH WEEK FOR 10 WEEKS. ANALYSIS OF VARIANCE IN ACHIEVEMENT SCORES SHOWED THAT THE DIFFERENT INSTRUCTIONAL SITUATIONS DID YIELD DIFFERENT LEVELS OF ACHIEVEMENT. LEARNING WAS MORE EFFECTIVE IN SITUATIONS WHERE PROGRAMED MATERIALS WERE USED. THREE POTENTIAL ACTIVITY-ACHIEVEMENT SCALES WERE TESTED TO DESCRIBE AND RELATE THE SEVERAL CONDITIONS. THE FACT THAT ACTIVITY WAS A CRITICAL VARIABLE IN DETERMINING ACHIEVEMENT WAS NOT PROVEN. A SCALE OF MEANS WAS THE BEST BASIS FOR GENERALIZING AS TO THE EFFECTIVENESS OF STUDY CONDITIONS. WITH ITS SCALE REFLECTING THE POTENTIAL OF EACH STUDY SITUATION FOR ALTERING INDIVIDUAL PERFORMANCE, AN IMPACT MODEL WAS FOUND TO BE NO SUBSTANTIAL IMPROVEMENT OVER THE CONVENTIONAL ANALYSIS OF VARIANCE MODEL. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Nebraska Univ., Lincoln.
Identifiers: NEBRASKA