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ERIC Number: ED010199
Record Type: RIE
Publication Date: 1966-Apr-30
Pages: 74
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT.
TWELKER, PAUL A.
STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT'S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Oregon State System of Higher Education, Monmouth. Teaching Research Div.
Identifiers: OREGON; Oregon (Monmouth)