Case Study: The Relative Effectiveness of Programmed Instruction in the Teaching of Chemical Concepts:: A Case Study of Schools in Ibadan

• Sonia M. Spencer ^[1]
  1. [1] University of Sierra Leone

     University of Sierra Leone

     Sierra Leona

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 26, Nº 3, 1989, págs. 241-247
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This investigation was carried out mainly to determine whether programmed instruction was more effective than the traditional classroom method in the teaching and learning of chemistry in Ibadan. The two methods were also compared to see which would result in greater learning and instructional time gams.

    The sample consisted of 250 students drawn from three secondary schools. The instruments used were a programmed text in chemistry prepared and validated by the researcher and pre‐and post‐tests.

    It was found that the experimental group which used programmed instruction was 0.51 standard deviations above the control group taught in the traditional way. The programmed instruction technique had an average saving in instructional time of 23 per cent.

    These findings revealed that programmed instruction as a classroom method of teaching and learning in Ibadan is likely to have a more facilitating effect on students’ achievement. The relative educational implications of the findings are discussed in the report.