Effect Of Response Mode Research Articles

Retention as a function of paired and individual use of programmed instruction

One of the current issues in the field of programmed instruction is the effect of response mode upon learning and retention. A number of studies have indicated no difference in immediate learning as a function of various forms of overt, covert, and reading responses. However, Krumboltz and Weisman [1]* found that their written response group, when compared to those who just thought their responses and those who read the correct responses, showed significantly greater retention after a delay of two weeks. Goldbeck and Campbell [2] had eighth graders study a 32-frame program on electricity in order to test for differences in performance as a function of learning response; they used reading, writing, and thinking response groups. The results indicated significantly greater retention for the reading group after a period of ten weeks. Tobias and Weiner [3], using essentially the same design as Goldbeck and Campbell, found no differences among their groups on either immediate or delayed recall. The programs used in these studies varied in length from 32 to 177 frames.

Effect on Achievement of Written Responses to Programmed Learning Material for Students of Differing Academic Ability

A review of the relevant literature suggests the hypothesis that (1) the requirement of overt (written) responses to the program interferes with learning for students of high ability and (2) facilitates learning for students of low ability. The hypothesis was tested in two different experiments which followed the same procedures but which utilized two different programs. Analyses of variance were made for the scores on a posttest and for the scores on a Σ Criterion Frames Test. All F values for interactions were nonsignificant, the main effect of response mode was nonsignificant except in one analysis which favored the covert response mode; finally, the main effect of ability was highly significant. In terms of immediate achievement students who responded covertly performed at least as well as students who responded overtly, and students who responded covertly spent significantly less time in reaching the same level of achievement. This conclusion appears to apply at both ends of the ability continuum.

The effects of response mode and response difficulty on programed learning.

The effects of response mode and response difficulty on programed learning.