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ERIC Number: ED110811
Record Type: Non-Journal
Publication Date: 1975-Jul
Pages: 24
Abstractor: N/A
Reference Count: N/A
The Effect of the Curriculum Calendar in Self-Paced, Individualized Instruction.
Flores, Verla
The study investigated the effect of weekly instructor monitoring of a curriculum calendar on student progress within the individualized, competency-based Mountain-Plains office education program. Subjects were adult members of disadvantaged families and included all Mountain-Plains students entering office education career preparation between November, 1974 and February, 1975. Students, unaware of the experiment, were randomly placed in an experimental (calendar) or a control (no calendar) group for a six-week period. Attendance and progress hours were recorded, with the rate of progress computed weekly for each student. For the experimental group, the instructor constructed, with the student, a curriculum calendar based on established average time to complete a given package. Design for the experiment was a post-test only control group design. The major conclusion of the study was that the curriculum calendar utilized with adults within a self-paced, individualized office education curriculum provides an effective method of significantly increasing the students' rate of progress. The majority of staff and students commented positively on the calendar; instructional time required for its use was not excessive. Likewise, the curriculum calendar was viewed as a valuable tool in minimizing student length of stay in the program, thus, improving cost benefit factors. (EA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.