The Influence of Programmed Instruction upon Learning in Educational Psychology

Abstract

DURING THE PAST several years a number of automated teaching devices have been devel oped to aid classroom teachers in the teaching learning process. A number of investigations by Briggs (1), Evans (3), Ferster and Sapon (5), and Hough (7) indicate that these teaching de vices promote fast and efficient learning. Several studies have dealt with problems relat ing to individual differences in performance using programmed methods of instruction. Porter (8), working with sixth graders, noted that while the correlation between intelligence test scores and performance was positive and significant for sub jects taught by conventional classroom methods, an insignificant correlation was found for sub jects taught by programmed instruction. Detam bel and Stolurow (2) reported low correlations between ACE subtests and terminal preference following programmed instruction. Freeman j (6) found that lower ability students benefited j more from programmed instruction than higher ability students. Increased homogeneity of scores on the test following programmed instruction was reported by Evans, Glaser, and Homme (4). While these findings are important, it should be noted that the design of these studies was not intended to investigate these relationships. It would be more appropriate to label these factors as trends rather than research findings. The present study was undertaken to investi gate the influence of programmed instruction upon the learning of identified achievers and underachievers. While programmed instruction appears to have some advantages over conven tional methods of teaching, research is needed to determine if these advantages hold for all levels of achievement.