A Study of Nine Methods of Presentation of Programmed Learning Material

1962 ◽  
Vol 55 (9) ◽  
pp. 461-466 ◽  
Author(s):  
John F. Feldhusen ◽  
Andrew Birt
Keyword(s):  
Learning Material ◽  
Programmed Learning ◽  
Programmed Learning Material

scholarly journals Developing Programmed Learning Material for Teaching Science of CBSE Class IX

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Himanshu Tripathi ◽  
Dr. JE Merlin Sasikala
Keyword(s):  
Learning Task ◽  
Scientific School ◽  
Learning Material ◽  
Response Model ◽  
Immediate Feedback ◽  
Programmed Learning ◽  
Stimulus Response ◽  
Original Stimulus ◽  
Programmed Learning Material ◽  
History Of

We will begin by discussing the early history of programmed learning and showing how the interpretation of the term has evolved over the years. The origin of programmed learning had its roots in behavioural psychology- the new ‘scientific’ school of psychology that was pioneered by the American psychologist B F Skinner during the 1950’s. Behavioural psychology was based on what is generally referred to as the stimulus response (S-R) model of behaviour. One important feature of the original stimulus-response model of learning was the concept of successive reinforcement. Another feature is that a desired S-R bond would be firmly established if the learner was supplied with immediate feedback in the form of the correct answer immediately after attempting a particular learning task such as answering a question. Another feature of Skinner’s original theory was that each successive stimulus-response step should be small enough to ensure that the learner was nearly always correct in his or her response.

scholarly journals Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jignasa H. Joshi
Keyword(s):  
Cognitive Domain ◽  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Teaching Techniques ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Programmed Learning Material ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. It becomes more important at B.Ed. Level. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Inamdar, J.A (1981), Suthar, K.S (1981), Debi Meena Kumari (1989), concluded that Programmed learning method was more effective. Can the learning of cognitive domain be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students” is selected for the presentation.

Effectiveness of Programmed Learning Material in Teaching Basic Elements of Accountancy Subject for Students of Standard XI in References to Scholastics Achievement

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Harshad B. Choksi ◽  
Ajay B. Raval
Keyword(s):  
Teaching Methodology ◽  
Learning Material ◽  
Learning Method ◽  
Programmed Learning ◽  
Learning Techniques ◽  
Effective Media ◽  
Learning Technique ◽  
Programmed Learning Material ◽  
Power Point ◽  
Self Learning

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Patel, Bhanubhai(1993) and Sakhiya,R.B.(2006) also did an experiment for self-learning technique. They both found self-learning technique effective. Present study was differing from these two studies because researcher made PLM with the help of computer programme MS Power point. Students of Std-11(Commerce) were selected for the purpose of research. Can the subject “Basic elements of accountancy” be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “EFFECTIVENESS OF PROGRAMMED LEARNING MATERIAL INTEACHING BASIC ELEMENTS OF ACCOUNTANCY SUBJECT FOR STUDENTS OF STANDARD XI” is selected for the presentation.

Effect on Achievement of Written Responses to Programmed Learning Material for Students of Differing Academic Ability

1964 ◽  
Vol 14 (3) ◽  
pp. 780-782 ◽  
Author(s):  
William Hatch Ashbaugh
Keyword(s):  
Relevant Literature ◽  
Response Mode ◽  
Academic Ability ◽  
Learning Material ◽  
High Ability ◽  
Written Responses ◽  
Programmed Learning ◽  
Main Effect ◽  
Programmed Learning Material ◽  
Covert Response

A review of the relevant literature suggests the hypothesis that (1) the requirement of overt (written) responses to the program interferes with learning for students of high ability and (2) facilitates learning for students of low ability. The hypothesis was tested in two different experiments which followed the same procedures but which utilized two different programs. Analyses of variance were made for the scores on a posttest and for the scores on a Σ Criterion Frames Test. All F values for interactions were nonsignificant, the main effect of response mode was nonsignificant except in one analysis which favored the covert response mode; finally, the main effect of ability was highly significant. In terms of immediate achievement students who responded covertly performed at least as well as students who responded overtly, and students who responded covertly spent significantly less time in reaching the same level of achievement. This conclusion appears to apply at both ends of the ability continuum.

Implementasi Manajemen Mutu Terpadu Dalam Memberikan Layanan Untuk Meningkatkan Prestasi Peserta Didik di SLB YPAC Pangkalpinang

2019 ◽  
Vol 2 (2) ◽  
pp. 265-278
Author(s):  
Diah Rina Miftakhi ◽  
Nurjanah Nurjanah
Keyword(s):  
Quality Management ◽  
Data Collection ◽  
Human Resources ◽  
Learning Process ◽  
School Environment ◽  
Quality Of Services ◽  
Teaching Staff ◽  
Learning Material ◽  
Analysis Model

describe the implementation of an integrated quality management component consisting of the quality of services provided by the school, human resources in teaching, the school environment, and learning process  in SLB YPAC Pangkalpinang.               The method used in this study, namely by using a naturalistic qualitative approach. Data collection is done through observation, interviews, and documentation. The subjects of this study include the principal, teachers, employees, and students. The validity of the data is done by triangulation, and deeper observation. Analysis of the data used is the interactive analysis model of Miles and Huberman through data collection, data reduction, data presentation, and conclusion drawing.              The results showed that: (a) the quality of services to students in SLB YPAC Pangkalpinang had met good service standards. This can be seen from the services in the form of facilities and infrastructure which are quite complete in schools; (b) the quality of human resources in the education process shows good teacher resources. This can be seen from the teacher data which shows that the teaching staff at SLB YPAC Pangkalpinang 95% of educators with S1 qualifications in the field of education; (c) the quality of the environment in SLB YPAC Pangkalpinang is already good. This can be seen from the very strategic location of the school because the location of the school is in the middle of the city so that it is easily accessible by the community; (d) the quality of the learning process carried out by teachers at Pangkal Pinang YPAC SLB is good. This can be seen from the realization of the form of activities through learning planning by preparing lesson plans for each subject, then implementing learning, which includes strategies and methods used by teachers in delivering learning material, and evaluation of learning. Keywords: Integrated quality management, student achievement     ABSTRAK Tujuan dalam melaksanakan penelitian ini  adalah untuk melihat pelaksanaan serta mendeskripsikan implementasi  komponen Manajemen Mutu Terpadu yang terdiri dari kualitas layanan yang diberikan sekolah, sumber daya manusia dalam mengajar, lingkungan sekolah, dan proses pembelajaran di SLB YPAC Pangkalpinang. Metode yang digunakan dalam penelitian ini, yaitu dengan menggunakan pendekatan kualitatif naturalistik. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subyek penelitian ini antara lain kepala sekolah, guru, pegawai, dan peserta didik. keabsahan data dilakukan dengan triangulasi, dan pengamatan yang lebih mendalam. Analisis data yang digunakan adalah model analisis interaktif Miles dan Huberman melalui kegiatan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (a) mutu layanan terhadap peserta didik di SLB YPAC Pangkalpinang sudah memenuhi standar layanan yang baik. Hal ini dilihat dari layanan yang berupa fasilitas sarana dan prasarana yang sudah cukup lengkap di sekolah; (b) mutu sumber daya manusia dalam proses pendidikan menunjukkan sumber daya guru yang baik. Hal ini dapat dilihat dari data guru yang menunjukkan bahwa tenaga pengajar di SLB YPAC Pangkalpinang 95% pendidik berkualifikasi S1 bidang kependidikan; (c) mutu lingkungan yang ada di SLB YPAC Pangkalpinang sudah baik. Hal ini terlihat dari letak sekolah yang sangat strategis karena lokasi sekolah yang berada di tengah kota sehingga mudah dijangkau oleh masyarakat; (d) mutu proses pembelajaran yang dilakukan oleh guru di SLB YPAC Pangkalpinang sudah baik. Hal ini dapat dilihat dari realisasi bentuk kegiatan melalui perencanaan pembelajaran dengan menyusun RPP setiap mata pelajaran, kemudian pelaksanaan pembelajaran, yang meliputi strategi dan metode yang digunakan guru dalam menyampaikan materi pembelajaran, dan evaluasi pembelajaran.

HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI

2019 ◽  
Vol 3 (3) ◽  
pp. 660
Author(s):  
Ranirizal Ranirizal
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Significant Relationship ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Learning Material ◽  
The Subject ◽  
Performance Development ◽  
Kindergarten Educators ◽  
Academic Qualifications

Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.

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