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ERIC Number: ED003628
Record Type: RIE
Publication Date: 1965-Jul
Pages: 82
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
THE DEVELOPMENT AND EVALUATION OF A PROGRAMMING TECHNIQUE FOR RELATING FRAME DIFFICULTY TO THE ABILITY OF THE LEARNER. FINAL REPORT, PART I.
MOORE, J. WILLIAM; SMITH, WENDELL I.
TECHNIQUES OF PROGRAMING WHICH ALLOW FOR A MORE SYSTEMATIC METHOD OF RELATING THE DIFFICULTY OF A FRAME TO THE ABILITY OF THE LEARNER WERE DEVELOPED AND EVALUATED IN FOUR SEPARATE STUDIES. EXPERIMENT ONE TESTED THE HYPOTHESIS THAT ACHIEVEMENT IS A FUNCTION OF THE INTERACTION OF THE ABILITY OF THE LEARNER AND THE AMOUNT OF INFORMATION CONTAINED IN EACH FRAME. AN EXISTING PROGRAM WAS MODIFIED TO CREATE A SMALL-STEP PROGRAM AND A LARGE-STEP PROGRAM. FINDINGS FROM TESTS ADMINISTERED TO 137 EIGHTH-GRADE STUDENTS DID NOT SUPPORT THE HYPOTHESIS. EXPERIMENT TWO SUPPORTED THE SAME HYPOTHESIS, BUT WITH A MORE PRECISE DEFINITION OF FRAME DIFFICULTY. EXPERIMENT THREE WITH 116 EIGHTH-GRADE STUDENTS FOUND THAT FOLLOWING THE ACQUISITION OF ATTRIBUTES, PRACTICE IS OF IMPORTANCE, BOTH DURING THE ASSOCIATION STAGES OF LEARNING AND FOLLOWING CONCEPTUALIZATION, IF THE CONCEPT IS TO BE USEFUL. EXPERIMENT FOUR WITH 120 ELEVENTH-GRADE STUDENTS INDICATED AMONG OTHER RESULTS THAT ACHIEVEMENT IS A FUNCTION OF THE NUMBER OF ASSOCIATIONS PER FRAME WHERE CONSIDERATION IS GIVEN TO THE ABILITY OF THE LEARNER, AND THAT THE LEARNER'S PERCEIVED DIFFICULTY OF A PROGRAM IS A FUNCTION OF HIS LEVEL OF ACHIEVEMENT ON THE PROGRAM. SAMPLES OF MATERIALS USED IN EACH EXPERIMENT WERE PRESENTED AS APPENDIXES IN A SEPARATE DOCUMENT, ED 003 629. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Bucknell Univ., Lewisburg, PA.
Identifiers: PENNSYLVANIA; Pennsylvania (Lewisburg)