ERIC Number: ED060340
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: N/A
"Frame Size" and Individual Differences in Programmed Instruction.
This document is an English-language abstract (approximately 1,500 words) of a study of the stimulus variable of "frame size" and a group of variables reflecting student ability and sex. Individual differences were studied by varying ability, as measured by school grades and a battery of seven "factor tests" of intelligence and varying "frame size" in a program of Roman numerals. A total of 654 fourth graders were randomly assigned to the experimental and control groups of 575 and 79, respectively. There were no indications that "frame size" affects the learning results, but the time required by the learner increases as "frame size" diminishes. A strong relationship was found between different ability measures and learning results. Boys obtained higher achievement scores and learned faster than girls. Strictly speaking, the results cannot be generalized outside of that particular Finnish school district where the study was done because the sampling procedure was not totally randomized. In the future, the programmed task in the experimental design should be larger and more generalizable. (Author/GDB)
Descriptors: Cognitive Ability, Educational Testing, Elementary School Students, Learning Processes, Programed Instruction, Research, Retention (Psychology), Sex Differences, Teaching Methods, Test Results
Available in CEAS Abstract Series No. 1-4 (ED 060 227)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Jyvaskyla Univ. (Finland).