Abstract
AbstractClassification was selected for use in this investigation because of the central position of process factors in teaching and learning. A twelve section classification program which was based on 12 rules derived from Piaget's analysis of classification was used in the study. The program was produced in both a constructed response (CR) format and in a matching multiple choice (MC) response format. The 36‐item classification test was similarly produced in both response modes.Criterion scores on both the CR test and the MC test were collected from each of the 239 grade three subjects following treatment with the CR program, the MC program, or with drawing activities (control).The results of the multivariate and univariate analyses of variance indicated that the program in both response modes enhanced classification achievement although the effects on MC test scores were not consistent across classes, and that each program format enhanced achievement to a greater degree on the test which matched the program response mode.
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