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

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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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED010172
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
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DbLabel: ERIC
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: THE EFFECTS OF PACING ON PROGRAMED LEARNING UNDER SEVERAL ADMINISTRATIVE CONDITIONS.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22KRESS%2C+GERALD+C%2E%22">KRESS, GERALD C.</searchLink><br /><searchLink fieldCode="AR" term="%22American+Institutes+for+Research+in+the+Behavioral+Sciences%2C+Pittsburgh%2C+PA%2E%22">American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 124
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1966
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Fixed+Sequence%22">Fixed Sequence</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Pacing%22">Pacing</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Instruction%22">Programed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Programing+Problems%22">Programing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Machines%22">Teaching Machines</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pennsylvania+%28Pittsburgh%29%22">Pennsylvania (Pittsburgh)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1967
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED010172
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED010172
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 124
    Subjects:
      – SubjectFull: Fixed Sequence
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: High Achievement
        Type: general
      – SubjectFull: Pacing
        Type: general
      – SubjectFull: Programed Instruction
        Type: general
      – SubjectFull: Programing
        Type: general
      – SubjectFull: Programing Problems
        Type: general
      – SubjectFull: Teaching Machines
        Type: general
      – SubjectFull: Pennsylvania (Pittsburgh)
        Type: general
    Titles:
      – TitleFull: THE EFFECTS OF PACING ON PROGRAMED LEARNING UNDER SEVERAL ADMINISTRATIVE CONDITIONS.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: American Institutes for Research in the Behavioral Sciences, Pittsburgh, PA.
      – PersonEntity:
          Name:
            NameFull: KRESS, GERALD C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 1966
ResultId 1