Effects of the availability of objectives and/or rules on the learning process.

Abstract

Paul F. Merrill The Florida State University U.S. °VAST MEilT OF HE %OW, EDUCATION I WELFARE OFFICE OF EDUCATION IOC. DOCUMENT RAS MEN REPRODUCED IERRCI Y AS RECEIVED FROM THE PETSON OR °ROANE:RION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATES DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OP EDLI CATION POSITION OR POLICY The effects of behavioral objectives and/or rules on the learning process were investigated using a hierarchical imaginary science called the Science of Xenogra& Systems. The learning task was presented by an IBM 1500/1800 computer-assisted instruction system to 130 introductory educational psychology and science education students. After all Ss were given a battery of six cognitive ability tests, they were randomly assigned to either an example only, an objective-example, a rule-example or cn objective-rule-example treatment, The Ss were required to meet a minimum criterion performance at each level of the task before proceeding to the next level. The presentation of rules significantly reduced the number of examples and total time required to complete the task and increased performance on a transfer test. The presentation of objectives did not significantly affect total or display latency, but significantly reduced test-item-response latency and the required number of examples. The presentation of objectives and;or rules also significantly reduced the requirement for reasoning ability. On the basis of the results of this study it was concluded that objectives have orienting and organizing effects which dispose students to attend to, process, and structure relevant information in accordance with the