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ERIC Number: ED014217
Record Type: RIE
Publication Date: 1962-Dec-20
Pages: 37
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE AMOUNT AND NATURE OF TEACHER HELP NECESSARY FOR OPTIMUM ACHIEVEMENT THROUGH USE OF PROGRAMED LEARNING DEVICES.
HITE, HERBERT; WRIGGLE, LARRY
FOUR DIFFERENT TEACHER ROLES RANGING FROM MONITORING A PROGRAMED LEARNING SESSION TO SUPPLEMENTING THE PROGRAM BY REVIEWING BASIC CONCEPTS WERE CREATED TO DETERMINE THEIR EFFECT ON ACHIEVEMENT. A FIFTH TEACHER USED CONVENTIONAL INSTRUCTION. SUBJECTS WERE GRADE 9 ALGEBRA STUDENTS, DIVIDED INTO TWO SETS OF FIVE CLASSES EACH TO STUDY MATHEMATICS SET THEORY FOR 25 MINUTES EACH DAY. MEAN SCORES AND DISPERSIONS OF SCORES WERE COMPARED FOR EACH GROUP, AND STATISTICS USED INCLUDED BOTH ANALYSES OF VARIANCE AND COVARIANCE. IN ONLY ONE OF THE SETS OF CLASSES DID ONE CLASS ACHIEVE AT A LEVEL SIGNIFICANTLY HIGHER THAN ANY OF THE OTHER CLASSES. THE TEACHER ROLE IN THIS CLASS WAS SUPPLEMENTATION OF THE PROGRAM. APPARENTLY THE SYSTEMATIC NATURE OF THIS ROLE EFFECTED THE HIGHER ACHIEVEMENT IN ONE SET THAN IN THE OTHER. ALSO IN 1 SET, DISPERSION OF SCORES ON THE ACHIEVEMENT TEST VARIED DIRECTLY WITH THE AMOUNT OF TEACHING HELP GIVEN. TEACHER OPINIONNAIRE ANALYSIS SUGGESTED THAT A NEGATIVE TEACHER ATTITUDE TOWARD PROGRAMED LEARNING MIGHT BE REFLECTED IN RELATIVELY LOW STUDENT ACHIEVEMENT. ANOTHER COMPARISON INDICATED THAT THE PROGRAMS RESULTED IN SUBSTANTIAL SAVING OF TEACHER TIME, WITH NO ACHIEVEMENT LOSS. PROGRAMED LEARNING ACHIEVEMENT CORRELATED POSITIVELY WITH PREVIOUS ALGEBRA ACHIEVEMENT. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Washington Office of the State Superintendent of Public Instruction, Olympia.
Identifiers: Columbia Basin School Study Council WA