Abstract
An examination of programmed instruction indicates that it is as effective as the lecture-discussion technique for teaching economics when measured by student examination performance. Evidence indicates that PI students better retain information applicable to solving complex application questions than those exposed to traditional instruction. PI saves student and instructor time, yet the growth of its use has diminished. Vredeveld examines the principles and development of PI, its effectiveness, and the economic reasons inhibiting its use in colleges and universities.
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