Conditions of Learning and Response Mode: an Experiment Using Programmed Learning Materials in an African Secondary School

Abstract

The research was carried out in a secondary school in Malawi, Central Africa, using four programs in biology. The experiment compared multiple‐choice and constructed responding across four categories of learning (verbal association, generalisation, multiple discrimination and chaining). Analysis of covariance showed no significant differences on the post‐test scores between the two response modes in any of the four categories. There was a small number of significant differences in the analysis of covariance of the retention test scores, but no general pattern emerged. However, pupils who used the multiple‐choice versions of the programs took significantly less time to work through them.