An Experimental Design for Comparing the Effects of Instructional Media Programing Procedures: Subjective Vs. Objective Revision Procedures. Final Report. [Report No.: AIR-F27-5/68-FR

Autor/in	Rosen, Marvin J.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	An Experimental Design for Comparing the Effects of Instructional Media Programing Procedures: Subjective Vs. Objective Revision Procedures. Final Report. [Report No.: AIR-F27-5/68-FR
Quelle	(1968), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Rating; Comparative Analysis; Data Analysis; Educational Experiments; Educational Media; Grade 6; Instructional Design; Lesson Plans; Models; Monetary Systems; Pretests Posttests; Program Design; Program Effectiveness; Programing; Statistical Significance + Suchen Sie Ihr Suchwort? Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Auswertung; Schulversuch; Bildungsmittel; Unterrichtsmedien; School year 06; 6. Schuljahr; Schuljahr 06; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Analogiemodell; Monetary system; Währungssystem; Programme design; Programmaufbau; Programmplanung
Abstract	An experiment was designed to compare two alternative procedures for revising a preliminary version of an instructional program, one based on a subjective analysis of the program's behavioral goals, the other on an objective analysis of test data obtained from a trial of the unrevised program. Conforming to an experimental model, 20 programer-instructors were randomly assigned to subjective and objective treatment groups to produce 20 videotaped supplements to the basic prerecorded lesson on English money. The effectiveness of the videotaped revisions was then tested in sixth grade classes, using the mean posttest score in each class as the measure of achievement. The scores produced by the revised programs occurred in the expected order of magnitude (significance factor p .0013), with the original program proving least effective, the subjective revisions more effective, and the objective revisions most effective. No significant correlation occurred between program effectiveness and the amount of either academic training or teaching experience possessed by the programer. The experimental model employed in the study appeared to be a valid guide for assessing the relative effectiveness of programing techniques. A programer's instruction booklet and the script of the basic program are appended to the report. (TI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01