Resumen de SIMIG:: the Effect of Time on Performance with Modular Instruction
Ilma M. Brewer, J. David Tomlinson
This paper is the fourth in a series (Brewer, 1974, 1977a, 1979) on an innovative method of conducting a course in plant anatomy by Self‐Instructional Modules and Interactive small Group discussion, referred to by the acronym SIMIG. The effectiveness of this instructional technique has been demonstrated previously using overall performance in final examination (Brewer, 1974, 1977a) and in individual problem questions in examination (Brewer, 1979) Another assessment measure has been used in evaluating student performance with the SIMIG method in this course, viz. individual performance in a series of six standardized test items which were an integral part of the weekly small group sessions. Analysis of student performance in these weekly tests has shown a significant improvement across weeks. Frequency distributions have changed from normal in the first week to negatively skewed by the fifth week in each of the four years investigated (1975 to 1978).
To demonstrate the efficacy of the SIMIG method, it is necessary to be able to show that this improvement in performance in weekly tests (and between years in final examination) is not due to a corresponding increase in time spent in independent study of modules — the primary input of information for this course. In this communication, evidence is provided that — except for students performing at the highest level — time spent in modular instruction is not related either to improvement in performance in weekly tests or to final examination performance across years.
Time:performance correlations obtained in this study are compared with other reports of time spent:grade achieved in audiotutorial (A‐T) instruction. It is suggested that differences may be related to degree of freedom in self‐pacing, differences in level of courses and in cognitive demand of test items.
