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.

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 of Response Mode on Projective Measures of Need Achievement and Hostile Press

1982 ◽  
Vol 54 (1) ◽  
pp. 321-322 ◽  
Author(s):  
Richard C. Teevan ◽  
Norman Greenfield ◽  
Barry D. Smith
Keyword(s):  
Response Mode ◽  
Careful Study ◽  
Written Responses ◽  
Oral Responses ◽  
Projective Measures

42 males and 19 females (14 to 16 yr. old) tape recorded or wrote their responses to 6 standard slides of TAT pictures. Oral responses yielded higher motive scores than written responses for nAch measures only. Males scored higher than females on total nAch. Response mode requires careful study.

scholarly journals Americans Visualize Low-Ability Students as Lazy, Unmotivated, and Undeserving of Support

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
David Miele
Keyword(s):  
Instructional Practices ◽  
General Public ◽  
Mental Representations ◽  
Academic Ability ◽  
Educational Policies ◽  
High Ability ◽  
Educational Support ◽  
Lower Ability ◽  
Low Levels ◽  
High Ability Students

The present research demonstrates that both members of the American public and educators can hold culturally-shared mental representations that they reflexively use to (1) subjectively identify particular students as possessing high or low levels of academic ability, and (2) determine which students should receive educational support and opportunities. Specifically, utilizing procedures designed to visually capture people’s mental representations, we first observed both the general public and educators possess qualitatively distinct representations of lower- and higher-ability students. Furthermore, representations of lower (versus higher) ability students captured from Americans and American educators were more likely to be identified by independent, naïve groups of Americans and American educators as low in academic ability, motivation, and potential, and as more likely to exhibit poor work ethic and problematic behavior in school. As a result, the lower (versus higher) ability student was more likely to be denied scholarship support by the American public (Study 5) and to be exposed to unsupportive instructional practices by teachers (Study 6). Finally, we found these effects to be consistent among those who reported both supporting and rejecting the notion that people with lower ability are inherently different and visually differentiable from those with higher ability. Overall, these findings support the notion that Americans hold mental representations of low- and high-ability students that, by virtue of their associations with important academic attributes, might influence both the treatment of individual students and broader educational policies and practices.

Efficacy of External and Internal Visual Imagery Perspectives for the Enhancement of Performance on Tasks in Which Form Is Important

1999 ◽  
Vol 21 (2) ◽  
pp. 95-112 ◽  
Author(s):  
Lew Hardy ◽  
Nichola Callow
Keyword(s):  
Cognitive Processes ◽  
Visual Imagery ◽  
High Ability ◽  
Science Students ◽  
Relative Efficacy ◽  
Sport Science ◽  
Main Effect ◽  
Imagery Perspective ◽  
Kinesthetic Imagery ◽  
Main Effects

Three experiments examined the relative efficacy of different imagery perspectives on the performance of tasks in which form was important. In Experiment 1,25 experienced karateists learned a new kata using either external or internal visual imagery or stretching. Results indicated that external visual imagery was significantly more effective than internal visual imagery, which was significantly more effective than stretching. In Experiment 2, 40 sport science students learned a simple gymnastics floor routine under one of four conditions: external or internal visual imagery with or without kinesthetic imagery. Results revealed a significant main effect for visual imagery perspective (external visual imagery was best) but no effect for kinesthetic imagery. Experiment 3 employed the same paradigm as Experiment 2 but with high-ability rock climbers performing difficult boulder problems. Results showed significant main effects for both visual imagery perspective (external visual imagery was best) and kinesthetic imagery. The findings are discussed in terms of the cognitive processes that might underlie imagery effects.

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