This study investigated the effect of presentation sequence (adaptive and inclusive) and generalization formulae (example difficulty determined by subject matter experts or formulae developed by this experimenter) within rational sets of coordinate concepts and rules in computer-based instruction. / Fifty-five Florida State University students from the Biology for Nonmajors course were randomly assigned to four treatment groups: (1) inclusive SME, (2) inclusive formulae, (3) adaptive SME, and (4) adaptive formulae. Students completed a practice lesson on the PLATO computer system and later given a retention test during their scheduled lab period. The dependent variables were a retention test and time-on-task for completion of the computer lesson. / A two-by-two ANOVA was used to analyze the retention test results and time-on-task for the practice lesson. Significant differences were found for time-on-task and number of examples answered between the adaptive and inclusive groups, however, significant differences were not found for retention. Further analysis revealed that the adaptive groups answered 35% fewer examples and needed 30% less time to complete the assignment while scoring only 5% lower on the retention test. / Results are discussed in light of instructional implications for adaptive, computer-based instruction. Suggestions for further research in developing methods which support learning efficiency are also addressed. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0486. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76226 |
| Contributors | Litchfield, Brenda Carol., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 132 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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