Effects of two instructional sequences when selected symbolic elements are identical /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1992.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | Among the decisions that an instructional designer must make is one of determining the sequence in which students progress through a lesson. A review of literature indicated that two sequencing models prevail: extrinsic (linear) and intrinsic (branching). The purpose was to determine if there was a significant difference in the cognitive achievement or time-on-task of those students who (a) experience an intrinsic sequence and those who experience an extrinsic sequence, and (b) voluntarily select 0 to 8 help screens, provided within the intrinsic sequence, and those who select 16 to 24 help screens. Twenty-eight caregivers were randomly exposed to either an extrinsic or intrinsic first aid lesson presented by computer-aided instruction. Students in the extrinsic treatment viewed all help and mainstream screens, while those in the intrinsic treatment viewed all mainstream screens but could choose between none and all of the help screens. Selected symbolic elements available through CAI were kept identical within and between both treatments. Concerning cognitive achievement, no significant difference (p = .07) was found between the mean posttest scores of those students who experienced the intrinsic treatment, and those who experienced the extrinsic treatment. There was no significant difference in cognitive achievement (p = .62) between the students who selected from 0 to 8 help screens, provided within the intrinsic sequence, and those who selected from 16 to 24 help screens. Concerning time-on-task, no significant difference (p = .93) was found between those students who experienced the intrinsic treatment, and those who experienced the extrinsic treatment. There was no significant difference in time-on-task (p = .70) between the students who selected from 0 to 8 help screens, provided within the intrinsic treatment, and those who selected from 16 to 24 help screens. It was recommended that the help screens be scrutinized to determine not only their nature (remediation or elaboration), but also their present form (domain specific or strategic knowledge) and potential for providing essential remediation or elaboration functions (redundancy or repetition) when included as screens within the mainstream frames of the extrinsic treatment or as potentially non-essential self-selected screens within the intrinsic treatment. Until additional data can be analyzed, further recommendations would be speculative. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Health Education." |
| Physical Description: | xi, 108 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |