Date of Award
12-1997
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Dr. Jack L. Michael
Second Advisor
Dr. Howard Poole
Third Advisor
Dr. Alan Poling
Fourth Advisor
Dr. Richard W. Malott
Abstract
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials: those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The material requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this study failed to demonstrate a benefit of overt responding in terms of efficiency.
Access Setting
Dissertation-Open Access
Recommended Citation
Miller, Matthew L., "Programmed Instruction: Within-Subject Analysis of Four Types of Instructional Material" (1997). Dissertations. 1660.
https://scholarworks.wmich.edu/dissertations/1660