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PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT.

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Bibliographic Details
Title: PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT.
Authors: TWELKER, PAUL A., Oregon State System of Higher Education, Monmouth. Teaching Research Div.
Peer Reviewed: N
Page Count: 74
Publication Date: 1966
Descriptors: Learning Theories, Prompting, Reinforcement, Stimulus Devices, Student Reaction, Transfer of Training
Geographic Terms: Oregon
Abstract: STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT'S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH)
Entry Date: 1967
Accession Number: ED010199
Database: ERIC
Description
Abstract:STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT'S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH)