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ERIC Number: ED003654
Record Type: RIE
Publication Date: 1961
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A COMPARISON OF AUTOMATED TEACHING PROGRAMS WITH CONVENTIONAL TEACHING METHODS AS APPLIED TO TEACHING MENTALLY RETARDED STUDENTS.
PRICE, JAMES E.
TWO METHODS OF PRESENTING PROGRAMED MATERIAL AND THE EFFECTIVENESS OF THE INSTRUCTION ON MENTAL RETARDATES WERE STUDIED--(1) ANSWER-CONSTRUCT (A-C) WHICH REQUIRED THAT THE ANSWER BE WRITTEN-IN AND (2) MULTIPLE CHOICE (MC) WHICH REQUIRED THAT THE CORRECT ANSWER BE CHOSEN AND MARKED. THE SUBJECTS WERE 36 STUDENTS ATTENDING A STATE INSTITUTION FOR THE MENTALLY RETARDED. TWO EXPERIMENTAL GROUPS WERE DESIGNATED AND ASSIGNED. A THIRD GROUP (CONTROL) WAS ESTABLISHED TO RECEIVE CONVENTIONAL INSTRUCTION. THE SUBJECTS RECEIVED INSTRUCTION IN ARITHMETIC BY MEANS OF TEACHING MACHINES. PRE- AND POST-TESTS WERE ADMINISTERED AND THE RESULTS COMPARED. RESULTS INDICATED THAT (1) THE RETARDED CHILD DOES ADAPT TO PROGRAMED LEARNING AND APPEARS TO MAKE AS MUCH PROGRESS AS WITH CONVENTIONAL TEACHING, AND IN LESS TIME, (2) THERE WERE NO SIGNIFICANT DIFFERENCES BETWEEN GROUPS IN AMOUNT LEARNED IN THE SUBTRACTION COURSE WHERE THE MC METHOD RESULTED IN CONSIDERABLE IMPROVEMENT CONTRASTED WITH NO IMPROVEMENT IN THE AC OR CONVENTIONAL GROUPS. (RS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Partlow State School, Tuscaloosa, AL.
Identifiers: ALABAMA; Alabama (Tuscaloosa); Answer Constructs