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THE EFFECTS OF PACING ON PROGRAMED LEARNING UNDER SEVERAL ADMINISTRATIVE CONDITIONS.

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Bibliographic Details
Title: THE EFFECTS OF PACING ON PROGRAMED LEARNING UNDER SEVERAL ADMINISTRATIVE CONDITIONS.
Authors: KRESS, GERALD C., American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.
Peer Reviewed: N
Page Count: 124
Publication Date: 1966
Descriptors: Fixed Sequence, Grade 12, Grade 6, High Achievement, Pacing, Programed Instruction, Programing, Programing Problems, Teaching Machines
Geographic Terms: Pennsylvania (Pittsburgh)
Abstract: THE GENERAL PURPOSE OF THIS STUDY WAS TO EVALUATE THE EFFICACY OF PERMITTING SIXTH- AND TWELFTH-GRADE STUDENTS TO ADOPT THEIR OWN WORK RATES DURING PROGRAMED INSTRUCTION. SPECIFIC COMPARISONS WERE MADE BETWEEN LOW- AND HIGH-ABILITY STUDENTS WORKING (1) UNDER SELF-PACED VERSUS FIXED-PACED CONDITIONS AND (2) IN GROUP SETTINGS VERSUS ISOLATED SETTINGS. AT BOTH GRADE LEVELS, THE HIGH-ABILITY STUDENTS PERFORMED SUPERIOR TO LOW-ABILITY STUDENTS. GROUP SETTINGS LED TO SLOWER, SELF-ADOPTED WORK RATES AND LOWER PROGRAM ERROR RATES THAN DID THE ISOLATED SETTINGS. HOWEVER, SETTING HAD NO RELIABLE EFFECT ON POST-TEST OR RETENTION SCORES. THE SELF-ADOPTED WORK RATES WERE HIGHLY STABLE ON TWO PROGRAMS. IT WAS CONCLUDED THAT THE ASSUMPTIONS UNDERLYING THE ADMINISTRATIVE STRATEGY CALL FOR SELF-PACING BECOME BETTER JUSTIFIED AT HIGHER GRADE LEVELS. TWELFTH-GRADERS ADOPTED WORK RATES WHICH CORRESPONDED CLOSELY WITH THEIR ABILITY. SIXTH GRADERS, HOWEVER, ADOPTED WORKRATES WHICH DID NOT CORRESPOND WELL WITH THEIR ABILITY AND WHICH OFTEN WERE EITHER TOO FAST OR TOO SLOW TO PERMIT EFFICIENT LEARNING. REMEDIAL COURSES OF ACTION WERE SUGGESTED. IT WAS RECOMMENDED THAT FUTURE RESEARCH BE DIRECTED TOWARD DETERMINING THE GENERALITY OF UNDERACHIEVEMENT RESULTING FROM MALADAPTIVE SELF-PACING STYLES, AND TOWARD DEVELOPING TECHNIQUES TO REMEDY SUCH STYLES. (JC)
Entry Date: 1967
Accession Number: ED010172
Database: ERIC
Description
Abstract:THE GENERAL PURPOSE OF THIS STUDY WAS TO EVALUATE THE EFFICACY OF PERMITTING SIXTH- AND TWELFTH-GRADE STUDENTS TO ADOPT THEIR OWN WORK RATES DURING PROGRAMED INSTRUCTION. SPECIFIC COMPARISONS WERE MADE BETWEEN LOW- AND HIGH-ABILITY STUDENTS WORKING (1) UNDER SELF-PACED VERSUS FIXED-PACED CONDITIONS AND (2) IN GROUP SETTINGS VERSUS ISOLATED SETTINGS. AT BOTH GRADE LEVELS, THE HIGH-ABILITY STUDENTS PERFORMED SUPERIOR TO LOW-ABILITY STUDENTS. GROUP SETTINGS LED TO SLOWER, SELF-ADOPTED WORK RATES AND LOWER PROGRAM ERROR RATES THAN DID THE ISOLATED SETTINGS. HOWEVER, SETTING HAD NO RELIABLE EFFECT ON POST-TEST OR RETENTION SCORES. THE SELF-ADOPTED WORK RATES WERE HIGHLY STABLE ON TWO PROGRAMS. IT WAS CONCLUDED THAT THE ASSUMPTIONS UNDERLYING THE ADMINISTRATIVE STRATEGY CALL FOR SELF-PACING BECOME BETTER JUSTIFIED AT HIGHER GRADE LEVELS. TWELFTH-GRADERS ADOPTED WORK RATES WHICH CORRESPONDED CLOSELY WITH THEIR ABILITY. SIXTH GRADERS, HOWEVER, ADOPTED WORKRATES WHICH DID NOT CORRESPOND WELL WITH THEIR ABILITY AND WHICH OFTEN WERE EITHER TOO FAST OR TOO SLOW TO PERMIT EFFICIENT LEARNING. REMEDIAL COURSES OF ACTION WERE SUGGESTED. IT WAS RECOMMENDED THAT FUTURE RESEARCH BE DIRECTED TOWARD DETERMINING THE GENERALITY OF UNDERACHIEVEMENT RESULTING FROM MALADAPTIVE SELF-PACING STYLES, AND TOWARD DEVELOPING TECHNIQUES TO REMEDY SUCH STYLES. (JC)