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. [...]

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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,

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