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ERIC Number: ED019866
Record Type: RIE
Publication Date: 1964-Jul
Pages: 90
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A DESCRIPTION OF VARIABLES AND THEIR IMPLEMENTATION IN STUDIES OF PRINCIPLES FOR THE PROGRAMING OF HIGH SCHOOL ALGEBRA. COMPARATIVE STUDIES OF PRINCIPLES FOR PROGRAMING MATHEMATICS IN AUTOMATED INSTRUCTION, TECHNICAL REPORT NO. 8.
ROSEN, ELLEN F.; STOLUROW, LAWRENCE M.
MANIPULATION OF FRAMES WITHIN PROGRAMED MATHEMATICS TEXTS IN ORDER TO STUDY FOUR VARIABLES YIELDED, IN A PREVIOUSLY REPORTED PAPER, CORRELATIONAL DATA (FOR RELATIVELY SMALL TREATMENT GROUPS) THAT ARE PRESENTED HERE. FIRST, THE ORDER OF PRESENTATION OF PROGRAMED MATERIAL (BEFORE, AFTER, AND WITHOUT CONVENTIONAL INSTRUCTION) HAD NO EFFECT ON ACHIEVEMENT. (THE CONDITION OF "CONVENTIONAL INSTRUCTION ONLY" WAS ABSENT.) SECOND, AN INTERMEDIATE PRACTICE TASK WAS FELT TO CONTRIBUTE MORE THAN EITHER A STIMULUS OR A RESPONSE COMPONENT TO LEARNING EVEN THOUGH STATISTICAL ANALYSIS SHOWED THAT ALL THREE TREATMENT GROUPS WERE EQUAL. THIRD, CONTRARY TO HYPOTHESIS, LEARNING FROM A RANDOM FRAME SEQUENCE WAS SIGNIFICANTLY SUPERIOR TO LEARNING FROM A LOGICAL SEQUENCE, BUT LEARNING TIME WAS ABOUT THE SAME FOR BOTH GROUPS. FINALLY, BY OMITTING SELECTED FRAMES IN AN ATTEMPT TO VARY SIZE OF STEP, IT WAS FOUND THAT LEARNING WAS EQUAL FOR LARGE AND SMALL STEP SEQUENCES. ALTHOUGH THE LARGE STEP SEQUENCE HAD A TIME-SAVING EFFECT, TIME PER PAGE WAS ABOUT EQUAL FOR BOTH GROUPS. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois Univ., Urbana.
Identifiers: N/A