SCRAMBLED VS. ORDERED SEQUENCE IN AUTO-INSTRUCTIONAL PROGRAMS. TEACHING SYSTEMS RESEARCH PROJECT.
Saved in:
| Title: | SCRAMBLED VS. ORDERED SEQUENCE IN AUTO-INSTRUCTIONAL PROGRAMS. TEACHING SYSTEMS RESEARCH PROJECT. |
|---|---|
| Authors: | ROE, KIKI VLACHOULI, California Univ., Los Angeles. |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1961 |
| Report Number: | NDEA-7A-635 RN-61-48 |
| Descriptors: | Ability, Academic Achievement, College Students, Equated Scores, Experiments, Fixed Sequence, Linear Programing, Mathematics, Programed Instruction, Time Factors (Learning) |
| Abstract: | THIRTY-SIX COLLEGE FRESHMEN WERE MATCHED FOR MATH ABILITY AND RANDOMLY ASSIGNED TO AN EXPERIMENTAL AND CONTROL GROUP, TO WORK A 71-ITEM LINEAR PROGRAM IN SCRAMBLED AND ORDERED SEQUENCE, RESPECTIVELY. AN IMMEDIATE POST-TEST SHOWED THAT--ITEM SEQUENCE HAD NO SIGNIFICANT EFFECT ON LEARNING TIME, ERROR SCORE, TEST SCORE, OR TEST TIME. PRIOR MATH ABILITY HAD A SIGNIFICANT EFFECT ON ERROR AND TEST SCORES, BUT DID NOT INTERACT WITH ITEM SEQUENCE. (LH) |
| Journal Code: | RIESEP1968 |
| Entry Date: | 1968 |
| Accession Number: | ED018115 |
| Database: | ERIC |
| Abstract: | THIRTY-SIX COLLEGE FRESHMEN WERE MATCHED FOR MATH ABILITY AND RANDOMLY ASSIGNED TO AN EXPERIMENTAL AND CONTROL GROUP, TO WORK A 71-ITEM LINEAR PROGRAM IN SCRAMBLED AND ORDERED SEQUENCE, RESPECTIVELY. AN IMMEDIATE POST-TEST SHOWED THAT--ITEM SEQUENCE HAD NO SIGNIFICANT EFFECT ON LEARNING TIME, ERROR SCORE, TEST SCORE, OR TEST TIME. PRIOR MATH ABILITY HAD A SIGNIFICANT EFFECT ON ERROR AND TEST SCORES, BUT DID NOT INTERACT WITH ITEM SEQUENCE. (LH) |
|---|
