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The Nature and Importance of the Required Response in Programed Instruction*:

The Nature and Importance of the Required Response in Programed Instruction*: THE NATURE AND IMPORTANCE OF THE REQUIRED RESPONSE IN PROGRAMED INSTRUCTION* JOH N D. KRUMBOLTZ Stanford University INTRODUCTION An essential feature of programed instruction is the frequent require­ ment of the student to make some response. What purpose does this response serve? Does it serve merely to keep the student alert and at­ tentive so that he reads the program carefully? If so, it would not matter what the response was as long as it made the student read the program carefully. Might not the requirement of any response, however trivial, promote learning equally well? Some evidence on this point was supplied by Holland (1960), who compared criterion-test scores of students who had been required to construct trivial responses to a program with those of students who had constructed more critical responses to the same material. He found both in this study and in an unpublished replication† that the requirement of a trivial response tended to produce lower cri­ terion-test scores. (Tests of significance and variability within treatment groups were not reported.) Is any response necessary? The advantage, if any, of programed instruction may lie in the fact that the material has been carefully written, tried out on appropriate http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Nature and Importance of the Required Response in Programed Instruction*:

Krumboltz, John D.
American Educational Research Journal , Volume 1 (4): 7 – Jun 23, 2016
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References (4)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312001004203
Publisher site
See Article on Publisher Site

Abstract

THE NATURE AND IMPORTANCE OF THE REQUIRED RESPONSE IN PROGRAMED INSTRUCTION* JOH N D. KRUMBOLTZ Stanford University INTRODUCTION An essential feature of programed instruction is the frequent require­ ment of the student to make some response. What purpose does this response serve? Does it serve merely to keep the student alert and at­ tentive so that he reads the program carefully? If so, it would not matter what the response was as long as it made the student read the program carefully. Might not the requirement of any response, however trivial, promote learning equally well? Some evidence on this point was supplied by Holland (1960), who compared criterion-test scores of students who had been required to construct trivial responses to a program with those of students who had constructed more critical responses to the same material. He found both in this study and in an unpublished replication† that the requirement of a trivial response tended to produce lower cri­ terion-test scores. (Tests of significance and variability within treatment groups were not reported.) Is any response necessary? The advantage, if any, of programed instruction may lie in the fact that the material has been carefully written, tried out on appropriate

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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