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. |
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| 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 |
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