Effect Of Self-instruction Research Articles

A non-inferiority randomised controlled trial comparing self-instruction with instructor-led method in training of layperson cardiopulmonary resuscitation

Our study aimed to compare the effect of self-instruction with manikin feedback to that of instructor-led method on cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skill performance. In our randomized non-inferiority trial, 64 non-healthcare providers were randomly allocated into self-instruction and instructor-led groups. Both groups watched a 27-min standardized teaching video. Participants in the self-instruction group then performed hands-on practice on the Resusci Anne QCPR with a device-driven feedback, while those in the instructor-led group practiced manikins; feedback was provided and student’s questions were answered by instructors. Outcomes were measured by blinded evaluators and SkillReporter software. The primary outcome was the pass rate. Secondary outcomes were scores of the knowledge test and items of individual skill performance. The baseline characteristics of the two groups were similar. The pass rates were 93.8% in both group (absolute difference 0%, p = 0.049 for noninferiority). The knowledge test scores were not significantly different. However, the self-instruction group performed better in some chest compression and ventilation skills, but performed worse in confirming environmental safety and checking normal breathing. There was no difference in AED skills between the two groups. Our results showed the self-instruction method is not inferior to the instructor-led method.

Effects of Self-Instruction and Time Management Techniques in Group Counseling to Reduce Academic Procrastination

: This study aims to discover the effectiveness of group counseling with self-instruction and time management techniques in decreasing academic procrastination in mathematics learning. This research used a randomized pre-test post-test comparison group design with sixteen participants selected through a purposive random sampling technique. Eight of those participants (group 1) used the self-instruction technique; meanwhile, the other eight participants (groups 2) used the time management technique. The data was obtained through an academic procrastination scale, referring to academic procrastination aspects, developed by Tuckman. Additionally, the Wilcoxon Signed Rank Test was used to test the effectiveness of both techniques, and the Mann-Whitney test was used to compare the efficacy of both techniques. The results indicate that group counseling with self-instruction and time management techniques are sufficient to lower the academic procrastination in mathematics learning. Further, the self-instruction group counseling is more effective to downturn academic procrastination than time management technique. Abstrak : Penelitian ini bertujuan untuk menguji keefektifan konseling kelompok dengan teknik self-instruction dan teknik time management untuk mereduksi prokrastinasi akademik pada pembelajaran matematika. Desain penelitian menggunakan randomized pre-test post-test comparison group design . Enam belas subjek penelitian dipilih menggunakan teknik purposive random sampling , dimana delapan subjek (kelompok 1) diberi perlakuan teknik self-instruction dan delapan lainnya (kelompok 2) diberi perlakuan teknik time management . Data dikumpulkan menggunakan skala prokrastinasi akademik yang dikembangkan oleh Tuckman dengan mengacu pada aspek prokrastinasi akademik. Wilcoxon Signed Rank Test digunakan untuk menguji keefektifan kedua teknik, sementara uji Mann-Whitney digunakan untuk membandingkan keefektifan keduanya. Hasil penelitian menunjukkan bahwa konseling kelompok dengan teknik self-instruction dan teknik time management efektif untuk mereduksi prokrastinasi akademik pada pembelajaran matematika. Lebih lanjut, konseling kelompok dengan teknik self-instruction lebih efektif untuk mereduksi prokrastinasi akademik dibandingkan teknik time management.

Effect of Self-Instruction on Attitude to Lying Among Secondary School Students in Anambra State

Effect of Self-Instruction on Attitude to Lying Among Secondary School Students in Anambra State

Effects of self-instructions on increasing acceptance (3)

Effects of self-instructions on increasing acceptance (3)

The Effect of Self-instruction on Addition and Subtraction in Uncommon Denominator and Self-Efficacy for the Underachievers in Mathematics

The Effect of Self-instruction on Addition and Subtraction in Uncommon Denominator and Self-Efficacy for the Underachievers in Mathematics

Effects of self-instructions on increasing acceptance (2)

Effects of self-instructions on increasing acceptance (2)

Effects of self-instructions on increasing acceptance:

Effects of self-instructions on increasing acceptance:

THE DIRECT AND GENERALIZED EFFECTS OF SELF INSTRUCTIONS AND PICTURE PROMPTS ON VOCATIONAL TASK PERFORMANCE

We evaluated the effects of self instructions and picture prompts on vocational task performance of three workers with mild to moderate mental retardation. The workers were asked to perform a packaging task that changed daily. Picture prompts were always present. In the verbal training phase, workers learned self instructions regarding the use of picture prompts to cue their performance on the packaging task. In the verbal and task training phase, workers learned to use the self instructions and picture prompts together to guide their task performance. The results showed that verbal training was sufficient for one worker, but that the other two workers required the combined verbal and task training to improve their task performance. For all subjects, there was evidence of generalization of the self management strategies and task performance and maintenance of both over time.

THE DIRECT AND GENERALIZED EFFECTS OF SELF INSTRUCTIONS AND PICTURE PROMPTS ON VOCATIONAL TASK PERFORMANCE

We evaluated the effects of self instructions and picture prompts on vocational task performance of three workers with mild to moderate mental retardation. The workers were asked to perform a packaging task that changed daily. Picture prompts were always present. In the verbal training phase, workers learned self instructions regarding the use of picture prompts to cue their performance on the packaging task. In the verbal and task training phase, workers learned to use the self instructions and picture prompts together to guide their task performance. The results showed that verbal training was sufficient for one worker, but that the other two workers required the combined verbal and task training to improve their task performance. For all subjects, there was evidence of generalization of the self management strategies and task performance and maintenance of both over time.

The Effects of Self-Instruction on Preschool Children′s Sorting of Generalized In-Common Tasks

Three normal preschool children were presented with a sorting task ordinarily insoluble by 4-year-olds, based on the visual discrimination of what features two sample stimuli had in common. Failing to sort correctly according to that criterion, they were then presented with task-analytic conditions in which they learned to name correctly the common features of pairs of such stimuli and to sort correctly according to experimenter-named common attributes. This proved insufficient in producing correct sorting, even when the children were asked to name what the stimuli had in common and did so correctly just before they were asked to sort. The children were then asked to self-instruct: The experimenter said, "So, what are you looking for?" just before the children began to sort in response to the experimenter′s presentation of two sample stimuli. This condition typically yielded correct answers to the question and correct sorting, which proved reversible if the experimenter discontinued the question or asked the child to not ask or answer what the two stimuli had in common, just before sorting. The self-instructional effect was found to generalize to new sets of visual stimuli and to a novel experimenter.

Learning subtraction in a special school: A self-in-structional training strategy for educable mentally retarded children with arithmetic deficits

The effect of self-instruction in solving subtraction problems was investigated in four children with arithmetic deficits in a special school for educable mentally retarded children. The children were trained individually to use self-instruction in solving subtraction problems with renaming. At the end of the training all four children had improved in solving subtraction problems. Follow-up probes, taken three months after the training had ended, showed that the effect was maintained.

Cognitive Factors in Athletic (Swimming) Performance: A Re-Examination

A 2 × 2 factorial design was used to analyze the effects of self-instruction and arousal strategies on 24 swimmers' performances in a 50 m and 100 m freestyle time-trial at posttraining and follow-up testing. There were no significant main effects at either testing session nor any interactions at post-testing. However, the self-instruction × arousal interaction approached significance on the 50 m follow-up trial (p = .06), but not the 100 m trial. Two factors may account for this phenomenon. First, the impact of cognitive factors may decrease as the influence of extraneous variables increases. Second, idiosyncratic rather than group-oriented cognitive strategies may be more effective, as they are likely to have been more pronounced at follow-up than at posttesting.

Behavioral rehearsal, self-instructions, and homework practice in developing assertiveness

The present study evaluated the effects of self-instructions and overt practice on behavioral rehearsal treatment of social skills. Nonassertive clients (n=90) received one of four variations of behavioral rehearsal derived from the 2×2 combination of Self-instructions and Homework Practice. Clients who received self-instructions training engaged in self-statements designed to promote assertive behavior; clients who received homework assignments engaged in extratreatment practice activities to develop social skills. A delayed-treatment control group served as a no-treatment condition over the course of treatment of other clients; control clients were eventually assigned randomly to treatment. Rehearsal improved social skills as reflected on self-report inventories, global ratings, and measures of overt behavior. Clients who engaged in self-instructions or homework practice made greater improvements at posttreatment than those who received rehearsal alone. However, at a 6-month follow-up, only the effects of homework practice continued as a significant determinant of outcome. Treatment effects at posttreatment and follow-up brought clients to the level of other persons who regarded themselves as skilled in social situations.

Effects of Self-Instruction and Self-Correction Procedures on Handwriting Performance

A reversal design with multiple-baseline features was used to assess the efficacy of self-instructions, self-correction, and a combination of the two on an LD boy's handwriting performance. The boy's presenting problem was very poor handwriting skills. Results indicated that a set of self-instructions designed to provide the student with a strategy for writing appropriately was highly effective, as was a self-correction condition and a condition combining the two treatments. A “booster” was employed to maintain treatment effects.

The Effects of Self Instruction with Participant Modeling on the Elimination of Fear Responses I

The Effects of Self Instruction with Participant Modeling on the Elimination of Fear Responses I

Effects of Self-Instruction and Experimenter-Instruction on Motor Inhibition of Reflective-Impulsive Preschool Children

Effects of Self-Instruction and Experimenter-Instruction on Motor Inhibition of Reflective-Impulsive Preschool Children

Increasing Children’s Self-Control Through Cognitive Interventions

s International, 1968, 29, 2659-B. (University Microfilms No. 68-17,703) O'Leary, K. D. The effects of self-instruction on immoral behavior. Journal of Experimental Child Psychology, 1968, 6, 297-301. Palkes, H., Stewart, M., & Kahana, B. Porteus maze performance after training in self-directed verbal commands. Child Development, 1968, 39, 817-826. Palkes, H., Stewart, M., & Freedman, J. Improvement in maze performance on hyperactive boys as a function of verbal training procedures. Journal of Special Education, 1972, 5, 337- 343. Parke, R. D. Effectiveness of punishment as an interaction of intensity, timing, agent nurturance and cognitive structuring. Child Development, 1969, 40, 213-236. Parke, R. D. The role of punishment in the socialization process. In R. A. Hoppe, G. A. Milton, & E. C. Simmel (Eds.), Early experiences and the process of socialization. New York: Academic Press, 1970. Parke, R. D. Rules, roles, and resistance to deviation in children: Explorations in punishment, discipline and self-control. In A. Pick (Ed.), Minnesota symposium on child psychology (Vol. 8). Minneapolis: University of Minnesota Press, 1974. Parke, R. D. Punishment in children: Effects, side effects, and alternative strategies. In H. L. Hom, Jr., & P. A. Robinson (Eds.), Psychological processes in early education. New York: Academic Press, 1977. Patterson, C. J., & Carter, D. B. Attentional determinants of children's self-control in waiting and working situations. Child Development, in press. Patterson, C. J., & Mischel, W. Plans to resist distraction. Developmental Psychology, 1975, 11, 369-378. Patterson, C. J., & Mischel, W. Effects of temptation-inhibiting and task-facilitating plans on self-control. Journal of Personality and Social Psychology, 1976, 33, 209-217. Perry, D. G., Bussey, K., & Perry, L. C. Factors influencing the imitation of resistance to deviation. Developmental Psychology, 1975, 11, 724-731. Perry, D. G., & Parke, R. D. Punishment and alternate response training as determinants of response inhibition in children. Genetic Psychology Monographs, 1975, 91, 257-279. Piaget, J., & Inhelder, B. Mental imagery in the child. New York: Basic Books, 1971. Pick, A. D., Frankel, D. G., & Hess, V. L. Children's attention: The development of selectivity. In E. M. Hetherington (Ed.), Review of child development research (Vol. 5). Chicago: University of Chicago Press, 1975.

The effects of self-instruction on writing deficiencies

Children with writing deficiencies were taught to print using either self-instructional or direct training. Social reinforcement was given contingent upon correct writing in both conditions. A third no-treatment control was included to assess the role of reinforced practice. Self-instruction proved superior to direct training while both treatments proved superior to no-treatment. A generalization test revealed no differences between any of the three groups. Reliable data were presented to indicate that subjects did in fact self-instruct but that self-instructing was not correlated with correct letter copying. Serious practical difficulties arose in the application of self-instruction, including difficulty in shaping verbalizations and the cumbersomeness of the procedure. It was concluded that self-instruction, while statistically effective, may be impractical for routine use at the present time.

Effects of self-instruction on rule-breaking behavior.

Two experiments were conducted to analyze factors related to the control of motor behavior by self-instruction and to replicate O'Leary's (1968) finding on the effectiveness of self-instruction in reducing rule-breaking behavior. The length of the temporal interval between the self-instruction and the opportunity to break the rules, and the amount of prior training in self-instruction were the variables under study. The effectiveness of self-instruction in reducing rule-breaking behavior was demonstrated in Exp. I, but no differences were found between groups which instructed either 1 or 9 sec. before the opportunity to respond motorically. As assessed by group differences in Exp. II, there was no evidence for the effectiveness of self-instruction or for the amount of prior training in self-instruction. However, in Exp. II, as in Exp. I, there were strong and significant correlations between the frequency of self-instruction and the absence of rule-breaking behavior. In addition, a serendipitous finding in Exp. II suggests that the effects of self-instruction may generalize to forms of rule-breaking behavior other than those explicitly proscribed.

The effects of self-instruction on immoral behavior

The effects of self-instruction on immoral behavior were investigated. Forty-eight first grade boys were taught what was “right” and “wrong” with one of four different procedures. After this initial training E told them they could play the game by themselves to earn tokens exchangeable for prizes. The E told them that there were “right” ones and “wrong” ones and that sometimes they were allowed to press the key and that sometimes they were not allowed to press the key, even though it was possible to earn tokens when both “right” and “wrong” stimuli were presented. Half the Ss were told to instruct themselves whether they could or could not respond each time a stimulus was presented. Boys who used self-instructions “cheated” less than Ss who did not use self-instruction regardless of the method of discrimination training.