A Comparison of Instructional Treatments for Introducing Recursion

1989 ◽  
Vol 1 (2) ◽  
pp. 111-128 ◽  
Author(s):  
Jim E. Greer
Keyword(s):  
Instructional Treatments

Comparing whole-class discussion and task-based activity

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Thoraya Farzaneh ◽  
Alessandro Benati
Keyword(s):  
Class Discussion ◽  
Pedagogical Approach ◽  
Instructional Treatment ◽  
L2 Learners ◽  
Whole Class Discussion ◽  
Instructional Treatments ◽  
Whole Class ◽  
Positive Results ◽  
And Task

This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners’ response towards the task based activity showed positive results and the task-based activity treatment was considered a better pedagogical approach.

scholarly journals Comparing the Effects of Four Instructional Treatments on EFL Students’ Achievement in Writing Classified Ads

2016 ◽  
Vol 9 (3) ◽  
pp. 139
Author(s):  
Farzaneh Khodabandeh
Keyword(s):  
Proficiency Test ◽  
New Techniques ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Instructional Treatments ◽  
Junior Students ◽  
And Task

<p>The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students’ abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University streamed by performing a TOEFL proficiency test. The selected participants were randomly divided into the following four groups; an explicit group which received direct instruction; an implicit group which were instructed indirectly, and the self-study group with no-instruction treatment in comparison to the task-based group which were asked to prepare a classified ad. A pre-test and a post-test were administered before and after the treatment. The moves in classified ads pre- and post- tests were analyzed through descriptive and inferential statistics. The quantitative analysis of the post-tests revealed that the explicit and task-based groups outperformed the implicit and self-study instruction groups. The findings of this research offer English teachers the chance to reconsider their practices and performances through the advantages and disadvantages of the traditional and new techniques which were employed in the current research and combine them to help learners improve their reading and writing skills.</p>

Effect of Oral Cues on Visualized Instruction

1973 ◽  
Vol 37 (3) ◽  
pp. 843-846
Author(s):  
Francis M. Dwyer
Keyword(s):  
Instructional Treatment ◽  
Instructional Technique ◽  
Instructional Treatments

To measure the effectiveness with which 3 methods of presenting visualized instruction facilitated Ss' achievement when prior to receiving their instructional treatments Ss were told precisely the type of information they needed to perform successfully on the criterial measures, each S received a pretest, participated in his respective visualized instructional treatment, and received 4 individual criterial tests. Analyses indicated that, when Ss are instructed as to the type of information they should obtain from an instructional presentation: (a) the need for visualizing the content is diminished and (b) the use of questions to focus Ss' attention on essential learning cues in the visuals is not an effective instructional technique for improving achievement.

Study 1-4: The Effect of Triangle-Pair Configuration Variation on Achievement of Selected Classes of Instructional Objectives in Plane Geometry

1973 ◽  
Vol 4 (2) ◽  
pp. 110-113
Author(s):  
Robert Garth Bowers
Keyword(s):  
Instructional System ◽  
Plane Geometry ◽  
Instructional Objectives ◽  
Instructional Treatments ◽  
Selected Effects ◽  
Congruent Triangle

This investigation was designed in conjunction with the study conducted by Paquette (1971) to test the effects of varying referent triangle-pair configurations (where the instruction was mediated by an IBM 1500 Instructional System) on the achievement of selected instructional objectives related to the study of congruent triangles. The configuration classification (CC) matrix, as described in Figure 1 of the article by Heimer and Lottes, was used to generate and classify all congruent triangle-pair referents employed in this study. The primary purpose of the study was concerned with selected effects of multiconfiguration instructional treatments, as defined below, on the achievement of instructional objectives over collections of configuration classes for which instruction was not provided.

Designing Instructional Methods in Mathematics to Accommodate Different Patterns of Aptitude

1978 ◽  
Vol 9 (1) ◽  
pp. 4-19
Author(s):  
Jerry P. Becker ◽  
Courtney D. Young
Keyword(s):  
Instructional Methods ◽  
Predictor Variable ◽  
Predictor Variables ◽  
Matched Pairs ◽  
Instructional Treatments

The interaction of two instructional treatments with two aptitude variables and four other predictor variables was studied. Several hundred students were pretested, from which 62 were selected who exhibited High-Low, High-High, Low-High, and Low-Low measures of the two aptitude variables. “Matched pairs” of students were then formed in each of these groups, and students in each pair were randomly assigned to one of the two instructional treatments. Four disordinal interactions, two using one predictor variable and two using two predictor variables, were found.

Realism in Visualized Instruction

1975 ◽  
Vol 40 (2) ◽  
pp. 369-370 ◽  
Author(s):  
Thomas C. Arnold ◽  
Francis M. Dwyer
Keyword(s):  
Cognitive Ability ◽  
Relative Effectiveness ◽  
Educational Objectives ◽  
Tenth Grade ◽  
Instructional Treatments ◽  
Individual Criterion ◽  
Different Levels

To determine the relative effectiveness of two types of visuals in facilitating S's achievement of different educational objectives 185 tenth grade Ss received a pretest, participated in one of three instructional treatments, and received two individual criterion tests measuring different levels of cognitive ability—knowledge and comprehension. Scores achieved on the two criterion tests were combined to provide a test of total understanding. Analysis indicated that increasing the amount of realistic detail in visuals can facilitate the learning of specific objectives.

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