Studying Programmed Instruction Alone or With a Partner
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[1] University of Amsterdam
University of Amsterdam
Países Bajos
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 14, Nº 2, 1977, págs. 142-153
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
A large majority of earlier studies on individuals and dyads working with programmed material has not yielded statistically significant differences on post‐tests, transfer‐tests, or retention tests. Investigations aimed at comparing different methods of pairing have had the same results. As there were several restricting factors which prevented definite conclusions, four more experiments were performed. It appeared that learning alone or in pairs did not result in different achievement of elementary school pupils. Comparing the effects of homogeneous and heterogeneous pairing on the basis of capacity and personality scores indicated a similar absence of significant findings. Pupils with high IQ scores obtained better test results than pupils with relatively low IQ scores, both categories needing about the same amount of time. The correlation between test scores and speed were close to zero. It was concluded that working cooperatively represents a useful alternative to working individually.
