NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED016381
Record Type: RIE
Publication Date: 1967-Aug
Pages: 129
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
INDIVIDUALIZING INSTRUCTION FOR VARYING LEVELS OF KNOWLEDGE. FINAL REPORT.
HERSHBERGER, WAYNE A.; TRANTINA, PAUL R.
THE HYPOTHESIS FOR TWO EXPERIMENTS WAS THAT INDIVIDUALIZED INSTRUCTION EFFECTIVENESS IS A POSITIVE FUNCTION OF THE MANNER IN WHICH A LESSON IDENTIFIES AND REMEDIES TYPES OF ERRORS. PAIRS OF GRADE EIGHT AND NINE STUDENTS, MATCHED FOR INTELLIGENCE QUOTIENT, AND RANDOMLY DIVIDED AS EXPERIMENTAL AND YOKED CONTROL SUBJECTS, WERE EXPOSED TO TWO PROGRAMED LESSON FORMATS ON HUMAN VISION. SELF-TEST ITEMS FOR THE INCISIVE FORMAT (I) DISTINGUISED ERRORS OF MEMORY AND OF UNDERSTANDING, WHEREAS ITEMS IN THE CONFOUNDED FORMAT (C) GAVE COMPLEX QUESTIONS AND REMEDIAL FEEDBACK. ANALYSIS OF VARIANCE WAS USED FOR A CRITERION OF LESSON MASTERY. NO SIGNIFICANT DIFFERENCES WERE FOUND FOR LEARNING TIME OR ERRORS IN EXPERIMENT I, NOR WAS THERE TRANSFER OF TRAINING. TWO EXPERIMENT II GROUPS STUDIED BOTH FORMATS IN REVERSE ORDERS. THE C-I GROUP REACHED CRITERION PERFORMANCE IN LESS LEARNING TIME AND WITH FEWER ERRORS, AND SHOWED MORE TRANSFER OF TRAINING THAN THE I-C GROUP. CONCLUSION WAS THAT C-I INDIVIDUALIZED INSTRUCTION IS BEST, WITH INCISIVE ITEMS MOST APPLICABLE TO LATER LEARNING STAGES WHERE INDIVIDUAL DIFFERENCES ARE MAXIMAL. THE DOCUMENT INCLUDES EXPERIMENTAL MATERIALS, AND A REPORT OF TWO EXPERIMENTS, "LETTER-NAMING TIME AS A FUNCTION OF SET FAMILIARITY AND SYMBOL DISTINCTIVENESS." (LH)
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: N/A