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ERIC Number: ED015678
Record Type: RIE
Publication Date: 1967-Jul
Pages: 111
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
SCRAMBLED VERSUS ORDERED SEQUENCING IN COMPUTER-ASSISTED INSTRUCTION.
WODTKE, KENNETH H.; AND OTHERS
THE INVESTIGATORS HYPOTHESIZED THAT SCRAMBLING AN INSTRUCTIONAL SEQUENCE BASED ON HIERARCHICAL CONCEPTS WOULD BE HIGHLY DETRIMENTAL TO LEARNING, BUT THAT SCRAMBLING A SEQUENCE OF RELATIVELY UNRELATED FACTS WOULD NOT AFFECT LEARNING. IT WAS ALSO EXPECTED THAT SCRAMBLING WOULD BE MOST DETRIMENTAL TO LOW ABILITY STUDENTS, BUT WOULD NOT AFFECT HIGH ABILITY STUDENTS. A PILOT STUDY AND TWO EXPERIMENTS TESTED THE EFFECTS OF SCRAMBLING VERSUS ORDERED SEQUENCES IN PROGRAMS TEACHING MODERN MATHEMATICS (DEPENDENT ON A HIERARCHY OF CONCEPTS) AND EAR ANATOMY TO COLLEGE STUDENTS BY COMPUTER-ASSISTED INSTRUCTION. ANALYSIS OF VARIANCE SHOWED NON-SIGNIFICANT EFFECTS OF A SCRAMBLED ANATOMY SEQUENCE, BUT DETRIMENTAL EFFECTS OF A SCRAMBLED MATH SEQUENCE WERE MUCH SMALLER THAN EXPECTED. ALTHOUGH THE SCRAMBLED MATH SEQUENCE INCREASED ERRORS AND INSTRUCTIONAL TIME, ACHIEVEMENT LEVEL, AS COMPARED WITH AN ORDERED SEQUENCE GROUP ON AN IMMEDIATE POST TEST, WAS NOT AFFECTED. ALSO, TENTATIVE SUPPORT WAS GIVEN TO THE HYPOTHESIS THAT AN ORDERED SEQUENCE IS MORE IMPORTANT TO THE LEARNING OF LOW APTITUDE STUDENTS. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pennsylvania State Univ., University Park. Coll. of Education.
Identifiers: N/A