No description available.

No description available.

No description available.

No description available.

PURPOSE: The purposes of this study were (1) to try out a shorthand theory program in a high school first-year shorthand class to determine if it could be used successfully in place of a textbook; (2) to determine whether theory is learned better if programs are completed before class instruction is given, or if class instruction should precede individual work with the program; and (3) to determine it theory was retained during the second semester when no theory was being formally taught. PROCEDURES: Sixteen students in the first-year shorthand class at Cumberland High School, Cumberland, Virginia, used programmed shorthand instead of a traditional shorthand book for the entire first semester of the 1964-1965 school year. Instruction was given on the first five lessons in class before the students attempted them on their own. For the next five lessons, the procedure was reversed and students worked the programmed lessons alone before they were presented in class. A theory test was given after every five lessons, yielding eight tests on the 40 lessons. Thus, there were four tests on lessons with prior class instruction and four tests on lessons without prior class instruction. A theory test was given at the end of the first semester covering all theory. Six tests were given at two- to four-week intervals during the second semester, beginning six weeks after the end of the first semester. These tests were designed to measure retention or theory during the second semester when no theory was being formally taught. CONCLUSIONS: The following conclusions were drawn from this research study: 1. Students are able to learn shorthand theory from programmed shorthand. 2. It made no difference in the case of the 16 students whether they did the programmed lessons with or without prior instruction in the classroom as evidenced by test grades. 3. Knowledge of theory was not lost during the second semester when theory was not being formally taught. / Master of Science

Call number: LD2668 .T4 1979 B63 / Master of Science

The problem of this study m a an analysis of the relationship between a group who received a certain kind of programed instruction in English grammar and a group who received instruction by conventional teaching procedures. The purposes of the study were: 1. To determine the effects of the use of English 3200 on total group performance in achieving an improved understanding of English grammar at the twelfth-grade level. 2. To determine the effects of the programed textbook on sub-group achievement when total groups were divided into three levels according to achievement test scores. 3. To determine the effects of the programed textbook on the progress of the total groups and on the progress of the sub-groups in achieving an improved understanding of English grammar at the twelfth-grade level as measured by tests over individual units within English 3200. 4. To determine the effects of the programed textbook on group performance in the retention of grammar skills. 5. To determine the effects of the programed textbook in improving written composition. 6. To determine the effects of teacher supervision on the progress of the total groups and on the progress of the sub-groups in achieving an improved understanding of English grammar. 7. To determine relationships between such factors as intelligence, reading comprehension ability, and sex with achievement in English grammar in the groups involved.

Programmed Instruction was a dominant force in educational research during the 1960's and early 1970's. During this period a new cognitively oriented psychology of education arose that eventually replaced the behaviorally driven research into programmed instruction. For some reason little work was done on integrating these two approaches. This study was designed to test a programmed instructional system based on the intrinsic programmed instructional technology of Crowder (1961) but incorporating design elements derived from cognitive load theory (Sweller, 1988). Specifically, this study tested a multimedia programmed instructional system (CLT-PI) based on work by Mayer (2001) against a text based system (TXT), a traditional linear programmed instructional system based on Skinner (1954, 1958)(LPI), and an intrinsic programmed instructional system based on the work of Crowder (1960, 1961)(IPI). Three hypotheses were tested; 1) Programmed instruction would produce higher long-term retention and transfer scores than TXT, 2) IPI would produced higher long-term retention and transfer scores than LPI, and 3) CLT-PI would produce higher long-term retention and transfer scores than LPI or IPI. 115 undergraduate university students were randomly assigned to one of four conditions where they studied a chapter on human sleep. Each condition was presented on a computer with a test following study. A long-term test was given 4 weeks later. Both short- and long-term tests contained retention and transfer questions. Analyses were conducted using repeated measures MANOVA. A series of ANOVA tests were conducted to determine specific effects and interactions. The first hypothesis was partly supported in that CLT-PI and IPI produced higher long-term retention scores than TXT. LPI, however, did not.

No description available.

This study focused on two major areas of investigation: (1) locus of control and (2) the influence on test performance of anxiety and motivation. The purpose of the study was to evaluate the efficacy of programmed instruction dealing with motivation, anxiety, and test-wiseness as a means of enhancing group intelligence test performance of externalizing children. While earlier research demonstrated the viability of this technique x^ith a heterogeneous sample, no studies have utilized any kind of instruction to facilitate the performance of externalizers on standardized tests. It was hypothesized that intelligence test performance would be enhanced by programmed instruction. Furthermore, externalizers were expected to demonstrate greater gains than internalizers, which would thereby suggest that locus of control provides a source of variance in intellectual assessment.