ERIC Number: ED065603
Record Type: RIE
Publication Date: 1972
Reference Count: 0
The Effects of the Placement of Objectives within an Instructional Period and a Precriterion Test on the Acquisition of a Cognitive Task.
Yelon, Stephen L.; Schmidt, William H.
A study to determine some conditions to be used to communicate desired instructional outcomes to students in order to produce learning was conducted. A commercial game called "Think-A-Dot" consisting of a series of flip-flops encased in plastic was employed as the learning task. Three independent variables were experimentally manipulated: (1) behavioral objectives presented at the beginning of instruction, (2) behavioral objectives presented in the middle of instruction, and (3) a precriterion test given during the instructional period. A test conforming to the theoretical requirements of the motive of need for achievement and the Alpert and Haber Test Anxiety Scale were given prior to the experiment. The following four treatments influenced achievement more than the other treatments: (1) all three variables combined, (2) only a precriterion test, (3) objectives presented twice: at the beginning of instruction and during instruction, and (4) only objectives presented during instruction. The following treatment groups scored consistently lower: (1) precriterion tests combined with objectives presented at the beginning, (2) precriterion test combined with objectives presented during instruction, and (3) the absence of all three variables. The results of this study point the way to further research. Future research should explore ways to maximize the effects on learning of complex combinations of variables including objectives. (CK)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Alpert Haber Achievement Anxiety Test
Note: Paper presented at annual meeting of the AERA (1972, Chicago, Ill.)