ERIC Number: ED044889
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
An Analysis of Instruction Duration as a Consequence for Correct and Incorrect Answers.
Hayes, J. Eric; Hawkins, Robert P.
To determine the effects of various quantities of teacher instruction (with behavior problem children) following correct and incorrect answers, two elementary school children in a special education classroom were studied. Four teaching conditions were studied for percentage of errors: giving much instruction following incorrect answers and little instruction following correct answers, giving little instruction following incorrect answers and much instruction following correct answers, giving little instruction following both correct and incorrect answers, and giving much instruction following correct and incorrect answers. The only teaching condition which resulted in a decrease in errors was number two. It was concluded that the results suggested that the traditional approach of extra help when the child is not doing well may, in certain cases, retard academic achievement. (Author/CD)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Kalamazoo Valley Intermediate School District, MI.; Western Michigan Univ., Kalamazoo.
Note: Paper presented at the Annual Convention of the American Psychological Association (78th, Miami Beach, Florida, September, 1970)