Abstract
AbstractThis study investigated the effects of two methods of ordering practice instances in the Merrill and Tennyson (1977) design for teaching coordinate concepts. Previous findings indicated that a response-sensitive presentation (presentation order based on the correctness of student's response) was more effective than a response-insensitive presentation (randomly ordered) with individualized, computer-assisted instruction. The present study examined whether these findings would generalize to a regular classroom environment. One hundred one first-grade students were randomly assigned to two treatment groups and a control group and were taught the coordinate concepts-mountains, hills, plains, and tablelands. Findings indicate that a response-sensitive presentation was more effective in teaching coordinate concepts than a response-insensitive presentation. The authors suggested that the Merrill and Tennyson design for teaching a single concept be modified to include a response-sensitive presentation rat...
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