Learner Control versus Program Control as Adaptive Strategies for Selection of Instructional Support on Math Rules.

Ross, Steven M.; Rakow, Ernest A.

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Peer reviewed

ERIC Number: EJ253077

Record Type: CIJE

Publication Date: 1981-Oct

Pages: N/A

Abstractor: N/A

ISBN: N/A

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EISSN: N/A

Learner Control versus Program Control as Adaptive Strategies for Selection of Instructional Support on Math Rules.

Ross, Steven M.; Rakow, Ernest A.

Journal of Educational Psychology, v73 n5 p745-53 Oct 1981

Subjects completed a self-paced lesson on math rules in which the number of supporting examples was adapted to pretest scores through program control, selected through learner control, or kept constant (nonadaptive). Program control means were consistently highest while learner control means were lowest. (Author/BW)

Descriptors: Comparative Analysis, Higher Education, Individualized Instruction, Mathematics Instruction, Pacing, Pretests Posttests, Student Role, Study Guides, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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