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ERIC Number: ED014908
Record Type: RIE
Publication Date: 1967
Pages: 82
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
STUDIES ON INDIVIDUAL DIFFERENCES RELATED TO PERFORMANCE ON PROGRAMED INSTRUCTION.
SHIMABUKURO, SHINKICHI; WOODRUFF, ARNOLD BOND
THIS STUDY WAS AN EXTENSION OF CRP-2284, WHICH RELATED METHODS OF PROGRAM USE TO LEARNER CHARACTERISTICS. 74 GRADE 8 STUDENTS TOOK A PROGRAMED COURSE IN GENERAL SCIENCE IMPLEMENTED IN 4 WAYS, (1) IN-CLASS STUDY WITH TEACHER-SCHEDULED PROGRESS RATE OR (2) STUDENT-SCHEDULED RATE, AND (3) OUT-OF-CLASS STUDY WITH TEACHER-OR (4) STUDENT-SCHEDULED RATE. THE RELATIONSHIP OF CERTAIN STUDENT TRAITS, I.Q., CREATIVITY, READING ABILITY, AND GRADE AVERAGE TO PERFORMANCE ON THE PROGRAM WAS MEASURED. THE CURRENT STUDY TRIED TO DISCOVER WHETHER PROGRAMED INSTRUCTION PROVIDES ADEQUATELY FOR DIFFERENCES AMONG LEARNERS. IT USED DATA OBTAINED BY THE PREVIOUS STUDY TO INVESTIGATE (1) THE EFFECTIVENESS OF IMMEDIATE KNOWLEDGE OF RESULTS IN EXTINGUISHING WRONG RESPONSES, (2) THE RELATIONSHIP BETWEEN ERROR RATE AND PROMPTING TECHNIQUES, (3) THE INCIDENCE OF BOREDOM SYMPTOMS, AND (4) THE VARIABILITY IN THE FREQUENCY OF BOREDOM SYMPTOMS OVER TIME. OF THESE MEASURES, ONLY NUMBER 2 WAS FOUND TO BE SIGNIFICANTLY RELATED TO LEARNER CHARACTERISTICS. STUDENTS WITH HIGHER LEARNING ABILITIES WORKING OUTSIDE OF CLASS MADE FEWER ERRORS ON FORMAL TYPE PROMPTS. THOSE WITH HIGHER CREATIVITY, WORKING OUTSIDE AT THEIR OWN RATES, MADE FEWER ERRORS ON THEMATIC TYPE PROMPTS. RECOMMENDATIONS AND A BIBLIOGRAPHY ARE PROVIDED. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Northern Illinois Univ., De Kalb.
Identifiers: TMI GROLIERS COURSE IN GENERAL SCIENCE