The Effect of Learner and Task Characteristics on Learning in Scrambled Item Sequences in Programmed Instruction.
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| Title: | The Effect of Learner and Task Characteristics on Learning in Scrambled Item Sequences in Programmed Instruction. |
|---|---|
| Authors: | Reichert, Conrad A., Andrews Univ., Berrien Springs, MI. Dept. of Education. |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1971 |
| Descriptors: | Analysis of Variance, Fixed Sequence, Intelligence Differences, Learning, Mathematics Instruction, Programed Instruction, Sequential Learning, Sex Differences, Student Characteristics, Task Performance |
| Abstract: | A study was made of the effect of various learner and task characteristics on learning from scrambled frames in an instructional program. The independent variables were: sequence (scrambled vs. logical), grade, sequence length, criterion test complexity, sex, IQ, mathematics achievement, and reading comprehension. The dependent variables were: time in acquisition, errors in acquisition, immediate posttest scores, and retention test scores. The objective of the program was to teach how to compute line slopes, and the learning task was empirically shown to be linear. Multi-factor analyses of variance were performed on numerous combinations of variables. Grade level, mathematics achievement, and test complexity did not interact with sequence, but reading, sex, IQ, and sequence length did. Differences were observed in errors and time in acquisition, but not in performance on the criterion tests. The competence tests used are discussed in the appendix. References are given. (Author/MF) |
| Entry Date: | 1971 |
| Accession Number: | ED046243 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED046243 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED046243 AccessLevel: 3 PubTypeId: unknown PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of Learner and Task Characteristics on Learning in Scrambled Item Sequences in Programmed Instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Reichert%2C+Conrad+A%2E%22">Reichert, Conrad A.</searchLink><br /><searchLink fieldCode="AR" term="%22Andrews+Univ%2E%2C+Berrien+Springs%2C+MI%2E+Dept%2E+of+Education%2E%22">Andrews Univ., Berrien Springs, MI. Dept. of Education.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 1971 – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Analysis+of+Variance%22">Analysis of Variance</searchLink><br /><searchLink fieldCode="DE" term="%22Fixed+Sequence%22">Fixed Sequence</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Differences%22">Intelligence Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Instruction%22">Programed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Learning%22">Sequential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Performance%22">Task Performance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A study was made of the effect of various learner and task characteristics on learning from scrambled frames in an instructional program. The independent variables were: sequence (scrambled vs. logical), grade, sequence length, criterion test complexity, sex, IQ, mathematics achievement, and reading comprehension. The dependent variables were: time in acquisition, errors in acquisition, immediate posttest scores, and retention test scores. The objective of the program was to teach how to compute line slopes, and the learning task was empirically shown to be linear. Multi-factor analyses of variance were performed on numerous combinations of variables. Grade level, mathematics achievement, and test complexity did not interact with sequence, but reading, sex, IQ, and sequence length did. Differences were observed in errors and time in acquisition, but not in performance on the criterion tests. The competence tests used are discussed in the appendix. References are given. (Author/MF) – Name: DateEntry Label: Entry Date Group: Date Data: 1971 – Name: AN Label: Accession Number Group: ID Data: ED046243 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED046243 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Analysis of Variance Type: general – SubjectFull: Fixed Sequence Type: general – SubjectFull: Intelligence Differences Type: general – SubjectFull: Learning Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Programed Instruction Type: general – SubjectFull: Sequential Learning Type: general – SubjectFull: Sex Differences Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Task Performance Type: general Titles: – TitleFull: The Effect of Learner and Task Characteristics on Learning in Scrambled Item Sequences in Programmed Instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Andrews Univ., Berrien Springs, MI. Dept. of Education. – PersonEntity: Name: NameFull: Reichert, Conrad A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 1971 |
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