ERIC Number: ED204137
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Learning Environmental Science from Text Aided by a Diagnostic and Prescriptive Instructional Strategy.
Farragher, Pierce; Szabo, Michael
Reported is a study of two instructional strategies: (1) the placement of key questions in text materials, and (2) the use of prescriptive feedback to direct students who missed text questions to appropriate remedial work. Learning that resulted from these two techniques was examined relative to achievement, time-on-task, and efficiency. Undergraduate volunteers (N=150) were randomly assigned to one of five treatments which varied by complexity of feedback provided. After pretesting, subjects completed a self-paced text unit on soil ecology, followed by a posttest and delayed retention test. Repeated measures analysis of variance revealed that significant differences in instructional time and learning efficiency were not linearly related to complexity of feedback. Differences between group and achievement were marginally significant. (Author/WB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Environmental Education Research; Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981). Contains occasional marginal legibility.