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by Pang Cheung Chu Georgina. / Bibliography: leaves 104-109 / Thesis (M.Phil.)--Chinese University of Hong Kong, 1982

Thesis (M.S.)--University of Michigan, 1971.

Thesis (M.S.)--University of Michigan, 1971.

The purpose of the study was to develop a training manual for admissions officers. The problem to be resolved was to translate into a series of linear frames some principles of good practice, management, and conduct that could be used as a guide by most admissions officers and offices.On many occasions, persons are designated as admissions officers in institutions of higher learning without having any knowledge of the functions and responsibilities of the office. Competence as an admissions officer may be achieved through experience or in-service training. As of now, no formal collegiate courses are available for the training of admissions officers. The problem that currently exists is the one of making workshops and institutes available to all of the new admissions officers nationally. The use of a programmed instructional training manual for admissions officers was expected to fill this void.Research was conducted on the subject matter areas of which admissions officers should be informed. Information for the training manual was obtained from The Professional Audit, compiled by a training team consisting of members of the American Association of Collegiate Registrars and Admissions Officers and the National Association of College Admissions Counselors. The Professional Audit,contained seventeen sections of basic principles pertinent to good management, practice, and conduct for admissions officers.Research on programmed instruction was conducted to gain a knowledge of the concept and theory of developing programmed materials. The research yielded results favorable to the technique of linear programming as the technique best suited for the purpose of the study.A linear programmed instructional unit was developed using the statements of basic principles in The Professional Audit as a source of subject matter. Seven of the seventeen sections of The Professional Audit were programmed. The seven sections constituted a model training manual that in-service training of admissions officers.The programmed materials were developed with the assistance of Dr. James G. Hunt, professor of educational psychology, Ball State University. Dr. Hunt was an experienced programmer and had co-authored several published programmed texts. The frames, written a few at a time were edited by Dr. Hunt for composition and programming techniques. The frames that were found to be inadequate were revised before being included in the training manual.The programmed unit was tested for validity by using the 90/90 standard. Ten graduate students were selected as subjects to field test the training manual. Of the ten, seven completed the program. In order for the program to technique of programmed instruction could be used to develop training manuals for other administrators who do not have the opportunity for formal training, for example, development officers, housing administrators, and career information specialists.The programmed instructional training manual for admissions officers will be expanded to include all of the seventeen original sections. Further, it is hoped that the manual will be published and utilized nationally by the professional organization.

Many claims have been made in recent years of the success of programmed instruction in increasing the rate of learning, or in decreasing the amount of time necessary for the mastery of facts, or in securing the retention of the knowledge of a given set of facts for a longer period of time. Sorne of the results claimed have depended upon the use of teaching machines, or other deviees; sorne have depended upon the use of programmed texts. In the early stages of the development of such teaching machines, and programmed texts, the programs constructed were produced by the psychologists who were responsible for the development of the machines or the texts. Gradually it was accepted that the best programs were those constructed by individuals who were expert in the subject matter which the machines or programs purported to teach. [...]

This creative project was developed as self-Instructional programmed material directed to the college-level student enrolled in biology courses requiring a general understanding of seed plant anatomy. A review of the literature pertaining to learning theories of programmed instruction, program construction and development, and testing and statistical measurement for the purpose of program evaluation is included. Particular attention was given to the relative importance of sequence of materials and mode of response to provide the most effective means of reinforcement in the learning process.The text of the program was used by students enrolled In Plant Biology 212 during both the spring quarter and first summer session of 1970. Results of pre- and post- objective achievement tests were used to detect those areas of the program which were in need of revision. Revisions proposed for the program presented included additional program frames, three self-tests and answers for each, and a subject index for purposes of review.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 181-186).

This study was undertaken to investigate how program sequencing would effect a sixth-grade group of Ss. A linear program of 111 frames that taught base five arithmetic was chosen for the study. The program presented in its original order was called the logically sequenced program. The program whose frame sequence was determined by a table of random numbers was called the scrambled sequenced program. On the basis of IQ scores, two groups of students were formed. Equal numbers from each of these two groups were then assigned at random to one of the two programs of instruction. The two programs of instruction were presented to the Ss by means of computer terminals. A posttest was then administered to test the effect of program sequencing on learning facts and skills that were taken directly from the program. Also tested was the effect of program sequencing on the student's ability to use the principles developed in the program to solve problems that are an extension of these principles. There was found to be a significant increase in the program error rate and program completion time for the scrambled sequenced program when compared to the logically sequenced program, implying that the program chosen for the study contained dependency among the frames. The results of the posttest indicated that there was no significant difference between the mean scores of the two groups although in each case the logically sequenced group did achieve a higher mean score. It was also found that there was no significant interaction between sequence of instruction and ability level. Many previous studies in program sequencing have dealt with an older population in comparison to the population chosen for this study. The conclusions from these studies have generally been that sequence of instruction has been overemphasized as a variable for consideration in program construction. While the results of this study indicate that sequence of instruction may be more important for a younger population, some doubt is raised as to the importance of attempting to obtain a carefully sequenced, small error rate program. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method,