ERIC Number: ED025157
Record Type: RIE
Publication Date: 1964-Nov
Reference Count: 0
Studies in Televised Instruction: Individualizing Group Instruction. 4, A Summary Report.
Kress, Gerard C., Jr.; Gropper, George L.
Programed instruction may be more efficient and effective when an individualized, fixed pace is chosen for the student. Three studies done in the Pittsburgh city schools to determine the relative merits of instruction at a fixed pace versus a self-adopted pace and several results. In the first experiment, one in which students paced themselves, some chose a rate which produced more errors and a lower posttest score than was expected. Work rate and ability varied independently but showed a consistent pattern for each student from program to program. The second experiment investigated a variety of pacing techniques. The slow tempo, fixed-paced presentation resulted in higher group achievement scores but caused efficiency to suffer since some students apparently were forced to work more slowly than necessary. In the third experiment, where external pacing was employed to help offset difficulties attendant on increased tempo, the cuing or pacing did lower error frequency but did not improve achievement. Results also provide some indication that multi-track programs with varying tempos, which are prescribed for students based on their characteristic work rate, might result in the most efficient and effective instruction. The studies may be particularly relevant when using a medium (e.g., television) which requires a fixed-paced presentation. (JY)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.; Metropolitan Pittsburgh Educational Television, PA.