ERIC Number: ED255426
Record Type: RIE
Publication Date: 1985
Reference Count: 0
The Effects of Student IQ and Programmed Instruction Frame Length on Social Studies Achievement.
Maddocks, Wade H.; Smith, Lyle R.
A total of 135 high school students were tested to determine the relationship between IQ scores, frame length, and comprehension of material presented in a programmed instruction format. The students were divided into three groups according to IQ scores; students in each group were randomly assigned to receive a programmed lesson that had long, moderately long, or short instructional frames. Other than the length of the frames, the three lessons were identical. Immediately after the lessons were completed, the students were tested for comprehension of the material, which dealt with President Wilson's attempts to establish peace after World War I. Results indicated that certain students, e.g., those with low IQ scores, may benefit from programmed instruction, particularly if the frame lengths are relatively short. (Author/IS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A