ERIC Number: ED063792
Record Type: RIE
Publication Date: 1971-Aug-31
Reference Count: 0
The Effects of Various Review Paradigms on Performance in an Individualized Computer-Managed Undergraduate Course.
Dunn, Thomas G.
The effectiveness of reviews was investigated in an individualized, self-paced computer-managed instruction (CMI) course. It was hypothesized that students receiving reviews, which were either multiple-choice questions with feedback or short paragraphs, would perform better than students receiving no reviews, and that students receiving two reviews would perform best. A total of 124 students enrolled in an 11-module health education course participated as subjects. All subjects were given pretests and posttests, as well as a test to determine the value of reviews, a questionnaire about pacing strategies, an anxiety measure, and a student attitude toward CMI questionnaire. Subjects were randomly assigned to one of four treatments: a distributed review group with two reviews on each of the first five modules evenly spread across the course; a pseudo-distributed group with the same reviews, all completed before the end of the sixth module; a massed late review group with the same review materials all in one session; and a control group. Results of analyses of the data indicated that reviews did not significantly contribute to performance, that consistent pacers performed better, and that subjects receiving question reviews had lower anxiety scores than those receiving short paragraphs. (SH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.