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ERIC Number: ED115457
Record Type: RIE
Publication Date: 1973
Pages: 111
Abstractor: N/A
Reference Count: N/A
The Relationship of Programmed Instruction to Test and Discussion Performance among Beginning College Biology Students.
Parker, Gary Eugene
The objective of this research was to contrast the effects of two instructional techniques (programmed vs. conventional) used in beginning college biology courses. The experimental technique involved the use of programmed textbook units within the typical course syllabus. Ninety students were involved in the study. Four programmed texts were used. The investigator was both the senior author of the programs and the person responsible for the conventional, lecture-textbook-discussion instruction. Each programmed text took the place of two lectures for the experimental group. To minimize the Hawthorne effect, students in the two sections were used alternately as experimental and control groups. Tests and final examinations provided the necessary data, as well as tape-recorded discussions and written essays. Chi-square analysis indicated that superior test and discussion performance followed programmed vs. conventional instruction. Findings of superior test performance following programmed vs. conventional instruction are common in the literature, but the findings of this study were considered somewhat unusual because of the attempts made to control several factors asserted to contribute to programming effectiveness. The results of the study suggest that instructors may expect the benefits of improved test and discussion performance when using programmed texts. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-1726, MF-$7.50, Xerography-$15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Ball State University