The use of questions in programmed learning
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Patricia Wright [1]
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[1] University College, London
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 4, Nº 2, 1967, págs. 103-107
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Undergraduates worked through a section of a programmed text in one of four conditions. For half the subjects the frame structure of the material was retained, for the other half the material was presented in paragraphs. Of the Ss reading frames, half were required to make covert responses to the blanks in each frame, whereas the missing words were already filled in for the other Ss. When the material was given in paragraphs, for half the Ss it was followed by a series of questions on the main points being taught. An analysis of covariance was carried out on the post‐test scores, using as the covariate a measure of ability to recall in writing material that has just been read. This analysis indicated that questions after the material in paragraph format significantly improved learning, blanks interspersed throughout the material in frame format significantly impaired learning. These findings were related to various programming techniques.
