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ERIC Number: ED038843
Record Type: RIE
Publication Date: 1968
Pages: 146
Abstractor: N/A
Reference Count: N/A
Effects of Three Different Interaction Patterns on Programed Learning Achievement.
Nelson, Frank Gustav Gordon
Twelve experimental groups were organized using ability and mutually positive attitudes among the three members of each group as criteria. Mutually positive attitudes were defined as group cohesiveness. Three different interaction patterns--competitive, competitive-supportive, and supportive--were established through instructions read to the subjects immediately prior to the experiment. The groups were then exposed to a college-level program on preparing objectives for programed instruction. An analysis of posttests showed that the members of the group characterized by initially high positive attitudes towards the goals of the course, and also by high ability, scored significantly higher than members of other groups. The findings also suggest that a combination of cohesiveness and ability leads to greater delayed retention of materials, and that a supportive interaction climate produced greater achievement and greater retention of information. A bibliography is appended. Appendices also contain the material used to collect the data and raw data tables. (JY)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-15,792, MF $3.00, Xerography $7.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Washington State Univ., Pullman. Coll. of Education.
Identifiers: N/A
Note: Thesis presented to the Department of Education, Washington State University