The purpose of this study was to investigate the effect of behavioral objectives on learning of unstructured materials versus structured materials when the students have been trained in how to use those objectives as a guide to learning. The subjects were 108 undergraduate students enrolled in Educational Psychology courses at Florida State University. These subjects were divided into four groups. Group 1 received the objectives plus the structured materials. Group 2 received the objectives plus the unstructured materials. Group 3 received the structured materials only. Group 4 received the unstructured materials only. All those students who received the objectives, received also a programmed training lesson on how to use the objectives for studying. The structured material consisted in a printed programmed lesson on Mental Retardation and the unstructured material consisted in portions of texts used as content sources for the design of the structured lesson. After working on the instructional materials, the students' learning was assessed by a posttest. An analysis of covariance, with the GPA serving as the covariate, showed no significant interaction between behavioral objectives and instruction. There was a significant difference attributed to the effect of structured materials over unstructured materials. Also, effect of having behavioral objectives was significant for the unstructured materials groups. However, there was no significant difference between objectives and no objectives groups working with structured materials. / In general, the structured material was superior to the unstructured material. For those students working with the structured lesson, the objectives were superfluous information as compared with the no objectives students with the same material. However, those students working with the unstructured material, obtained higher scores than those students who did not receive the objectives. There was no significant interaction between treatments. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0930. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75521 |
| Contributors | HERNANDEZ-ARANGU, EDGAR ALEXIS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 211 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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