Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Retention of Introductory and Review Programs as a Function of Response Mode*:

Retention of Introductory and Review Programs as a Function of Response Mode*: RETENTION OF INTRODUCTORY AND REVIEW PROGRAMS AS A FUNCTION OF RESPONSE MODE* JOANNA P. WILLIAMS and ELLEN I. LEVY University of Pennsylvania INTRODUCTION While there have been many studies of the effectiveness of active participation in programed instruction, most have presented data only from tests administered soon after the completion of the program (Evans, Glaser, and Homme, 1960; Keislar and McNeil, 1962; Williams, 1963). In general, performance is better when there is active participation, al­ though often the comparisons between response modes have not reached conventional levels of significance. The little data available from tests given after some time has elapsed since training suggest that delayed testing may be more sensitive to training differences. For example, Krumboltz and Weisman (1962) found that subjects who had to con­ struct their own responses performed significantly better on a test given two weeks after completion of the program than those who made covert responses and those who simply read the program; these differences had not appeared on the immediate test. Goldbeck and Campbell (1962) also found differences only on a delayed test; in this case, however, subjects in the group that had read through the program performed significantly better 10 weeks after http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Retention of Introductory and Review Programs as a Function of Response Mode*:

Download PDF
8 pages

Loading next page...
 
/lp/sage/retention-of-introductory-and-review-programs-as-a-function-of-QbdTbhAHpS

References (13)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312001004211
Publisher site
See Article on Publisher Site

Abstract

RETENTION OF INTRODUCTORY AND REVIEW PROGRAMS AS A FUNCTION OF RESPONSE MODE* JOANNA P. WILLIAMS and ELLEN I. LEVY University of Pennsylvania INTRODUCTION While there have been many studies of the effectiveness of active participation in programed instruction, most have presented data only from tests administered soon after the completion of the program (Evans, Glaser, and Homme, 1960; Keislar and McNeil, 1962; Williams, 1963). In general, performance is better when there is active participation, al­ though often the comparisons between response modes have not reached conventional levels of significance. The little data available from tests given after some time has elapsed since training suggest that delayed testing may be more sensitive to training differences. For example, Krumboltz and Weisman (1962) found that subjects who had to con­ struct their own responses performed significantly better on a test given two weeks after completion of the program than those who made covert responses and those who simply read the program; these differences had not appeared on the immediate test. Goldbeck and Campbell (1962) also found differences only on a delayed test; in this case, however, subjects in the group that had read through the program performed significantly better 10 weeks after

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

There are no references for this article.