The group use of programmed instructional materials

• Curtis Hulteen ; Robert L. Crist ^[1]
  1. [1] Illinois State University

     Illinois State University

     Township of Normal, Estados Unidos

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 6, Nº 1, 1969, págs. 4-11
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • An eighth‐grade classroom (N‐28) was divided into two groups. The mean age of the students was 13‐2 years. Students read a programmed textbook under two study conditions, projector and textbook. Under the projector condition, students were required to read programmed frames and take turns responding aloud in the presence of the group. In the textbook condition, students read a programmed textbook at their desks at a rate they themselves selected. After reading a predetermined number of chapters, students were required to alternate between the two study conditions. Tests of acquisition were given at the end of each predetermined sequence of chapters. Seven tests were given. Projector study means were higher on six of the seven tests. Two significant differences were found, one favoured the projector and the other favoured the textbook condition. On a final, comprehensive, test students were evaluated on the material learned under’ each condition. The results showed that the textbook mean was significantly greater than the projector mean. Time data clearly favoured the textbook condition. Comparable replicative data were obtained with a second classroom (N‐28).