Achievement and Retention as Variables in Comparing Programmed and Conventional Instructions in Geography.
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| Title: | Achievement and Retention as Variables in Comparing Programmed and Conventional Instructions in Geography. |
|---|---|
| Authors: | Okunrotifa, P. O.1 |
| Source: | Educational Leadership. Feb1971, Vol. 28 Issue 5, p501-517. 9p. |
| Subject Terms: | *Programmed instruction, *Geography education, *Education, *Teachers, *Educational technology, *Teaching aids |
| Abstract: | The article compares the effectiveness of programmed and conventional instruction methods in the teaching of geography. Programmed instruction might not have proved significantly superior to conventional instruction methods because of factors, each of which has some educational implications. Programmed instruction is essentially based on reinforcement theory. The instructional device certainly allows the use of other motivational devices such as self-pacing, maintaining interest, and confidence, all of which could prove helpful to learners. Yet there is definitely a limit to the amount of motivational devices which can be included in programmes. It is important that effective means of instruction should involve different incentives in a variety of ways and will elicit different results. The article concludes that good programmes in geography can compare favorably with excellent classroom teaching. This means that programmed instruction can provide a new dimension for geography teaching in schools. The teacher can use the new instructional device either in conjunction with or as an alternative to conventional methods as a means of encouraging a certain degree of overlearning. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 18647445 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Achievement and Retention as Variables in Comparing Programmed and Conventional Instructions in Geography. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Okunrotifa%2C+P%2E+O%2E%22">Okunrotifa, P. O.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. Feb1971, Vol. 28 Issue 5, p501-517. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Programmed+instruction%22">Programmed instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Geography+education%22">Geography education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article compares the effectiveness of programmed and conventional instruction methods in the teaching of geography. Programmed instruction might not have proved significantly superior to conventional instruction methods because of factors, each of which has some educational implications. Programmed instruction is essentially based on reinforcement theory. The instructional device certainly allows the use of other motivational devices such as self-pacing, maintaining interest, and confidence, all of which could prove helpful to learners. Yet there is definitely a limit to the amount of motivational devices which can be included in programmes. It is important that effective means of instruction should involve different incentives in a variety of ways and will elicit different results. The article concludes that good programmes in geography can compare favorably with excellent classroom teaching. This means that programmed instruction can provide a new dimension for geography teaching in schools. The teacher can use the new instructional device either in conjunction with or as an alternative to conventional methods as a means of encouraging a certain degree of overlearning. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=18647445 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 501 Subjects: – SubjectFull: Programmed instruction Type: general – SubjectFull: Geography education Type: general – SubjectFull: Education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teaching aids Type: general Titles: – TitleFull: Achievement and Retention as Variables in Comparing Programmed and Conventional Instructions in Geography. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Okunrotifa, P. O. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb1971 Type: published Y: 1971 Identifiers: – Type: issn-print Value: 00131784 Numbering: – Type: volume Value: 28 – Type: issue Value: 5 Titles: – TitleFull: Educational Leadership Type: main |
| ResultId | 1 |
