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Some Effects of Unit Structure on Achievement and Transfer1:

Some Effects of Unit Structure on Achievement and Transfer1: Some Effects of Unit Structure on Achievement and Transfer1 JEFF A . PYATTE University of Virginia Research studies dealing with the effects of changing the order in which programmed materials are presented upon such variables as achievement, retention, and transfer have not presented a clear picture of the effects of sequence on these variables. It is generally accepted, although experimental evidence to support such belief is scant, that sequence is an important variable. Two of the difficul­ ties in dealing with the problem of sequence are encountered in defining an effective sequence of materials and in altering the se­ quence without destroying the effectiveness of the materials. It is necessary to overcome these difficulties if the problem of sequence is to be satisfactorily handled. A number of research studies have been reported which provide enough insight into the problem of sequencing to enable one to construct a satisfactory model for answering questions relating to the effects of sequence on achievement and transfer in pro­ grammed courses. This model must provide (1) a measure of se­ quence for a given set of programmed materials, and (2) a mea­ sure of the effectiveness of these materials. After it has been veri­ http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Some Effects of Unit Structure on Achievement and Transfer1:

American Educational Research Journal , Volume 6 (2): 21 – Jun 24, 2016

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References (9)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312006002241
Publisher site
See Article on Publisher Site

Abstract

Some Effects of Unit Structure on Achievement and Transfer1 JEFF A . PYATTE University of Virginia Research studies dealing with the effects of changing the order in which programmed materials are presented upon such variables as achievement, retention, and transfer have not presented a clear picture of the effects of sequence on these variables. It is generally accepted, although experimental evidence to support such belief is scant, that sequence is an important variable. Two of the difficul­ ties in dealing with the problem of sequence are encountered in defining an effective sequence of materials and in altering the se­ quence without destroying the effectiveness of the materials. It is necessary to overcome these difficulties if the problem of sequence is to be satisfactorily handled. A number of research studies have been reported which provide enough insight into the problem of sequencing to enable one to construct a satisfactory model for answering questions relating to the effects of sequence on achievement and transfer in pro­ grammed courses. This model must provide (1) a measure of se­ quence for a given set of programmed materials, and (2) a mea­ sure of the effectiveness of these materials. After it has been veri­

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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