The objective of this research was to contrast the effects of programmed vs. conventional instruction on the test and discussion performances of beginning college biology students. The study was intended to help instructors evaluate the possible benefits of including programmed textbook units within otherwise "typical" courses.

The general purpose of this study was to investigate the effectiveness of using cognitive behavior modification (CBM) procedures as developed by Meichenbaum and Goodman (1971) to teach basic addition and subtraction skills to reflective and impulsive second grade students. The specific purpose was to determine if CBM tutoring procedures were generally more effective than conventional tutoring procedures or no tutoring, or if the relative effectiveness of the different types of tutoring depended upon the particular cognitive style of the students receiving the tutoring.There were 96 subjects who participated in this study. Permission slips were sent out to the parents of 223 second graders in the three participating elementary schools in Muncie, Indiana. Permission slips were returned by 167 students, all of whom were then administered the Matching Familiar Figures Test (MFFT). The median split procedure was used to classify 50 children as reflective and 49 as impulsive. From this subject pool 48 reflective and 48 impulsive students were randomly assigned to one of two types of tutoring or to a control group which received no tutoring. A total of six students was lost due to attrition.Ninety students were administered the operations section of the Metropolitan Achievement Test, which served as the dependent measure.A 3 x 2 factorial version of the post-test only, control group, true experimental design was used in this study. The three different levels of tutoring made up the active independent variable, while the two levels of cognitive style constituted the attribute variable.CBM instructional tutoring and conventional instructional tutoring were found to be ineffective in improving the mathematics achievement of second graders regardless of cognitive style when compared to a no-treatment control group which received no tutoring. Students receiving CBM instructions were resistant to modifying their problem solving approach to incorporate CBM procedures. The students were not chosen on the basis of having mathematics difficulty and may not have perceived themselves as needing to change a successful existing strategy. These findings were interpreted within the context of the less than encouraging previous results found with CBM and academics.

The goal of the research was to discover which type of input and instruction best facilitates the acquisition of syntax in adult learners. An artificial miniature language was used to model real second language to control precisely the type of input, conditions of exposure and instruction accompanying that input. Performance of learners under four input conditions was compared and analogies were drawn between these conditions and those experienced by adult second language learners (L2 learners). 'Instructed' learners Z): like formally instructed L2 learners were systematically taught the rules of the language. 'Exposure' learners saw example sentences and were asked to search for rules, the conditions of their input analogous to that of 'naturalistic' L2 learners who receive no formal instruction but who make conscious efforts to search for rules. 'Memorisation' learners received the same input as that presented to the exposure learners but were asked to memorise the sentencesT. hey were seena s analogoust o naturalistic L2 learners who do not search for the rules and the conditions of input were modelled on those claimed to induce implicit learning. 'Cued' learners received input which contained cross-sentential cues to underlying phrasal structure. They were modelled on naturalistic learners whose input contains such cues and who make efforts to search for rules. Performance was compared on both grammaticality judgement and free production tasks. No overall superiority in performance was observed for any of the input conditions. An interaction between input type and rule complexity was evident in which the amount of information received regarding the rules related positively to performance on. the less salient, more complex rules. It was proposed that the findings could be explained in terms of a 'noticing' hypothesis, in which noticing of features is considered a pre-requisite for acquisition. Theories of second and artificial language learning which have stipulated that complex rules can only be learned implicitly were not supported.

No description available.

No description available.

This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by her perceptions of the students and their needs. The results of this study demonstrate a need for teacher preparation designed both to increase awareness of appropriate adult education methods, and to provide experience in active learner participation. The study also highlights the importance of dialogue between teachers and learners as a means of involving learners in the learning process.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 232-248. / Photocopy. / Microfilm. / xv, 248 leaves, bound ill. 29 cm

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves 125-133. / x, 133 leaves ill

Typescript. / Bibliography: leaves 102-110. / vii, 110 l tables

Typescript. / Bibliography: leaves 525-559. / xi, 559 l graphs, tables