The effects of alternative content sequencing strategies on student achievement /
| Main Author: | |
|---|---|
| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
|
| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | The main concern of the study was the effect of computer-managed logical and psychological content sequencing on the efficiency of achieving learning objectives through practice. The logically sequenced strategy was based on the ordering of content elements according to intended subject matter; and the psychologically sequenced strategy enabled the ordering of content elements idiosyncraticallv for the learner. A computer program was used to deliver instructional episodes under both treatment conditions and to collect and process all en route dependent variable data. The effectiveness of the delivery system was supported by an analysis of the readiness of subjects to learn the intended unfamiliar content. Mean gain scores based on pretest and posttest evaluations indicated that not only did students achieve criterion mastery under both sequencing strategies but they also increased their knowledge of relevant prerequisites. The Spearman Rank Correlation Coefficient and the Coefficient of Concordance were used to establish that logical and psychological sequencing strategies were different. These tests also indicated that there was no correlation among the individual sequences chosen by learners under the psychological strategy, that is, individual psychological sequences were unpredictable. The sample consisted of 89 adult learners enrolled in a proprietary electronics technician training institute. The subjects were ranked by pretest scores and then randomly matched by equivalent groups into six laboratory sections. The instruction was based on learning to use higher order rules to apply a procedure for converting Bias Hex-80 formatted floating point registers to corresponding decimal equivalents. Using an analysis of variance and the Student-t test it was inferred at the 0.05 alpha level of significance that content sequencing did not affect performance under the mastery criteria prescribed. It was also concluded that content sequencing under the logical and psychological strategies did not affect respective times-on-task; consequently, it was inferred that for the two treatments there was no significant difference between learning efficiencies. |
|---|---|
| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | viii, 147 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 91-96). |