Writing and Testing Programmed Instruction

Abstract

programmed instruction is not a new technique for most teachers: it has been used in various forms for many years. Any conscientious teacher employing a detailed lesson plan to attain definite objectives has made use of the techniques of programmed instruction. In recent years, however, programmed instruction has come to have a number of specific connotations: teaching machines, programmed texts, audio-tutorial laboratories, films, and film loops are but a few of these. Individualized programmed instruction can relieve a part of the routine teaching load by helping the student teach himself many kinds of factual material. Research has shown that learning is accomplished effectively and efficiently through the use of programmed instruction. The varied forms of programmed instruction indicate the adaptability of the techniques of programnming to many different classroom situations. This adaptability is also indicated by the many ways in which programmed instruction is used in the classroom: to introduce new topics, to review specific topics, to provide additional help for slower students, to serve as supplementary material for better students, and to provide individualized instruction for students working on special projects. The use of programmed instruction materials is limited only by the ingenuity of the instructor using them and the availability of appropriate programs. When suitable programmed materials are not available, teachers can and should write their own programs (Herrick, 1966). Our recent experiences in writing and testing programmed instructional materials for college biology students provide the basis for the suggestions discussed in this paper. These suggestions may prove to teachers who are writing and testing programmed instructional material for their high school or college biology students. Had such helpful hints been given us, some of the errors we made could have been avoided.