Any discussion of computer-assisted instruction (CAI) cannot proceed very far without first examining the issue of programmed instruction (PI). CAI is a relatively recent development in the area of education and training, whereas PI enjoys a somewhat longer history. Nonetheless, PI lies at the very heart of CAI and forms the base on which CAI exists. CAI then, may be viewed as a mode or type of PI. B. F. Skinner's work in the 1940's with the principles of operant conditioning laid the groundwork for the concept of PI (Garner, 1966). Operant conditioning is a type of conditioning whereby an emitted response is reinforced. The reinforcement should increase the strength of the response and presumably increase the chances that the response will occur again (Munn, Fernald, & Fernald, 1972). Operant conditioning, in which an individual is conditioned to behave in the direction of a predetermined goal, is achieved through the contingent reinforcement of a series of steps. These steps of action are linked together in a chain of successive approximations. Each link of the chain approximates the end goal slightly more than the previous link. This chain of successive approximations is followed until the end behavior is achieved (Garner, 1966). In this respect, PI makes use of the sequencing of small successive steps and contingent reinforcement to achieve some desired end goal, namely, achieving the lesson objective. This "Skinnerian" or linear form of PI requires the student to proceed through a forward moving chain in a step-by-step fashion until the end behavior is achieved. The step-by-step sequence, as it pertains to PI, refers to the individual segments or frames of a PI lesson. Each frame might be considered one step of the entire PI lesson. These frames, which should flow logically from one to the next, should build upon each other and approximate the lesson objective. Periodically, progress should be monitored in order to assure that the student is comprehending the lesson material (Wilson & Tosti, 1972). Typically, this is accomplished by incorporating multiple choice or true/false questions within the PI lesson itself. By so doing, student performances can be checked and appropriate actions taken within the concept of reinforcement. Deterline (1962) argues that all learned behavior is based on, reinforcement. Individuals learn by acting on their environment and, in turn, are influenced by the consequences of their actions (Deterline, 1962). Then consequences strengthen behavior, reinforcement is said to have taken place.

This research compared the effectiveness of three methods of instruction for two domains of learning. A text-based instructional system (control condition) was compared to a standard computer-based multimedia system (experimental treatment 2) and to a computer-based multimedia system that simulated a mock industrial setting (experimental treatment 3). Each condition was measured for its effectiveness in teaching verbal information skills (memorization) and intellectual (problem-solving) skills. The research design used was a three-by-two, mixed factors design with Method of Instruction as the between-subjects variable and Domain of Learning as the within-subjects variable. It was hypothesized that the multimedia treatment conditions would result in greater original learning among subjects than the control condition. It was further hypothesized that there would be an interaction between Method of Instruction and Domain of Learning, and also that the multimedia simulation condition would result in greater original learning among subjects than the standard multimedia condition. Thirty subjects of similar knowledge, skills, and abilities were selected to participate in the study. An experimental post-test was administered to subjects to measure their degree of original learning. The scores were recorded and an Analysis of Variance (ANOVA) was performed. This analysis showed a significant difference in the effectiveness of Method of Instruction on subjects’ original learning, but no significant effects were found with the main effect of Domain of Learning or the interaction of Method of Instruction with Domain of Learning. A Newman-Keuls post-hoc test was performed to determine the locus of the main effect of Method of Instruction. This test showed that only the standard multimedia system (experimental treatment 2) resulted in significantly better original learning than the control condition. The effect of the multimedia simulation system (experimental treatment 3) was not shown to be statistically significant. / Master of Science

To date, the major emphasis in test and item evaluation has been directed toward statistical post-measures which rely heavily on data gathered from the administration of the instrument. These primarily summative techniques are limited, however, in that they are incapable of providing information about and item/test before it has been sent for field trials. This research presents a new direction in test and item analysis which, using test/item writing heuristics, provides a previously unavailable technology for instrument pre-analysis. The new field of "qualitative item and test pre-analysis" is proposed and described. The implications to the field are discussed in addition to specific suggestions for the use of this new technology. The design and creation of a base-case item and test pre-analysis expert system (ITAX) is also detailed, including the heuristics incorporated, implementation methodologies and limitations. The heuristics incorporated into the system include the detection of: two varieties of grammatical cues, negation/multiple negation, repetition of phrases within an options list, presence of too few options, inconsistent length of distractors, use of all- and none-of-the-above, repetition of significant words from the stem to the options, randomness of multiple choice answer placement, balance of true/false items and length of true/false items. A comprehensive reference to the system is also provided. / Master of Arts

no abstract provided by author / Ed. D.

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