Effects On Achievement from Programmed Instruction of Experimentally Induced Familiarization of Content and Different Response Modes. Final Report.

Autor/inn/en	Abramson, Theodore; Kagen, Edward
Institution	City Univ. of New York, NY. Office of Teacher Education.
Titel	Effects On Achievement from Programmed Instruction of Experimentally Induced Familiarization of Content and Different Response Modes. Final Report.
Quelle	(1973), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Advance Organizers; Educational Research; Graduate Students; Intelligence Differences; Intermode Differences; Junior High School Students; Learning Theories; Programed Instruction; Responses; Sex Differences + Suchen Sie Ihr Suchwort? Performance; Leistung; Lernmaterial; Bildungsforschung; Pädagogische Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Junior High Schools; Sekundarstufe I; Schüler; Schülerin; Learning theory; Lerntheorie; Sex difference; Geschlechtsunterschied
Abstract	A study of programed instruction sought to establish an attribute by treatment interaction (ATI) between prior familiarity of material and response mode. Two experimental variables (familiarization and response mode) and two subject attributes (sex and I.Q.) were employed. Junior High (JH) and graduate student (GS) were assigned to familiarization (F) or non-familiarization (NF) groups, and to constructed response (CR) or reading (R) modes. The F group received advance familiarizing materials. Main effects for the college data were insignificant, but sex and I.Q. were significant for JH Students. There was ATI between familiarity and response mode. F. led to increased achievement for the R group, but to decreased achievement for the CR group. The familiarity-by-response mode interaction was complicated by interacting with sex for GS and I.Q. for JH. Delayed posttest interactions were more significant than immediate results. The negative effect of F on CR achievement was felt due to lower motivation for able students to attend to familiar material. Sex results were explained by the hypothesis that passive females attend to all tasks, impulsive males only to interesting ones; thus F led to reduced male achievement. Increased retention over time was interpreted as reflecting that retention is a function of initial meaningful learning. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC