Programmed Learning Materials Research Articles

Effectiveness of Programmed Learning Material in Teaching Basic Elements of Accountancy Subject for Students of Standard XI in References to Scholastics Achievement

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Patel, Bhanubhai(1993) and Sakhiya,R.B.(2006) also did an experiment for self-learning technique. They both found self-learning technique effective. Present study was differing from these two studies because researcher made PLM with the help of computer programme MS Power point. Students of Std-11(Commerce) were selected for the purpose of research. Can the subject “Basic elements of accountancy” be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “EFFECTIVENESS OF PROGRAMMED LEARNING MATERIAL INTEACHING BASIC ELEMENTS OF ACCOUNTANCY SUBJECT FOR STUDENTS OF STANDARD XI” is selected for the presentation.

Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students

The present teaching techniques needs revised thinking to make learning more effective for students. In fact the teaching methodology should be such by which the students can be involved in reading, thinking, problem solving and then learning by their own efforts. It becomes more important at B.Ed. Level. For this purpose self-learning method is a very effective media. There are several Self Learning Techniques in which learner can learn by their own pace. Inamdar, J.A (1981), Suthar, K.S (1981), Debi Meena Kumari (1989), concluded that Programmed learning method was more effective. Can the learning of cognitive domain be made easier by using Programmed Learning Material? Is the Programmed Learning Method similarly effective for boys and girls? The investigator has thought about all such crucial questions for undertaking this research. Hence the topic “Effectiveness of Programmed Learning Material in Learning Cognitive Domain of B.Ed Students” is selected for the presentation.

Developing Programmed Learning Material for Teaching Science of CBSE Class IX

We will begin by discussing the early history of programmed learning and showing how the interpretation of the term has evolved over the years. The origin of programmed learning had its roots in behavioural psychology- the new ‘scientific’ school of psychology that was pioneered by the American psychologist B F Skinner during the 1950’s. Behavioural psychology was based on what is generally referred to as the stimulus response (S-R) model of behaviour. One important feature of the original stimulus-response model of learning was the concept of successive reinforcement. Another feature is that a desired S-R bond would be firmly established if the learner was supplied with immediate feedback in the form of the correct answer immediately after attempting a particular learning task such as answering a question. Another feature of Skinner’s original theory was that each successive stimulus-response step should be small enough to ensure that the learner was nearly always correct in his or her response.

CBT OR IVD?—That’s the question

Computer-Based Training is usually based upon modular branching paradigms familiar in print-based programmed learning materials. It successfully involves students actively in the instruction, but due to inherent limitations lacks the realism and immediacy of television.

Training graduate students in parent conference skills

Twelve graduate students were trained in three categories of parent conference skills: communicating diagnostic information, communicating recommendations, and organizing the conference and interacting with parents. Training done individually with each student consisted of written programmed learning materials plus oral practice. Training effects were measured during role-play and actual parent conferences. Training effectiveness was assessed with a multiple baseline design across three skill categories. Eleven of 12 students exhibited significant skill acquisition and nine generalized skills to an actual parent conference. Professionals and parents of developmentally delayed children attested to the importance and effectiveness of the training program. Results demonstrated that parent conference skills can be operationalized, trained, and generalized to actual conferences.

Inventory of computer software designed for use in the accounting curriculum: Student materials and test banks

This article reports the results of a survey of accounting textbook publishers identifying software designed for use in the accounting curriculum. Software products are classified into two groups: CAI (computer-assisted instructional) materials and test banks. The survey indicates that most CAI materials are designed for the introductory accounting course and operate on microcomputers. Practice sets are available in greater supply than computerized problems, programmed learning materials, and games. Microcomputer-based products can be used by instructors or students with little or no computer expertise and are designed for ease of implementation. Test banks are available for both mainframe and microcomputers. The tables to this article provide detailed information concerning each of the software products identified in the survey.

Development and Evaluation of a Minicourse Screening Test for Fiber Optic and Digital Transmission Maintenance Technicians

A preplacement selection test was developed and evaluated for the Bell System to ensure that the best qualified personnel would install and maintain new high-technology telecommunications systems. These new complex systems employ digital electronics and fiber optic transmission using lasers and glass fibers carrying pulses of light. The project involved a thorough job analysis, development of test materials and evaluation study to set an initial passing score for the screening test. The basic principle of minicourse screening tests is to assess the candidates trainability or specific learning abilities. This is accomplished by presenting to the candidate modular samples of programmed learning materials adapted from required advanced training courses, and to test learning at the conclusion of each module using multiple choice questions. This particular minicourse screening test is titled Digital Cable Technologies Minicourse Test (DCTM); it consists of four modules (Introduction to Digital Multiplexing, Introduction to Fiber Optic Transmission Systems, Basic Electronics and Circuit Reading, and Acceptance Testing and Troubleshooting Procedures). The DCTM has a six hour time limit and the scoring algorithm is a function of the number of correct items and the total time required to read the programmed instructional materials and to answer the test questions. The development of the DCTM followed the government requirements for test development as described in the Uniform Federal Guidelines on Employee Selection Procedures. An empirically supported and fully documented job analysis was conducted including four criticality ratings of a 108 task statement inventory and Fleischman-type behaviorally anchored ratings of 31 basic abilities. A sample of 135 subject matter experts participated in this effort. The evaluation of the minicourse test involved administration to 158 cable repair technicians across the Bell System from whom detailed time and accuracy data were collected. Although the DCTM is a completely content valid selection procedure, a follow-up predictive criteria-related validity study is currently being conducted to produce additional validity support. The evaluation study and the subsequent item analysis of the 79 test questions allowed two parallel forms of the DCTM tests to be developed with equal measurable levels of difficulty, discriminability and reliability.

Evolution of an Instructional Strategy for Teaching Educational Evaluation

Abstract The paper seeks to evolve a scientifically validated instructional strategy for teaching educational evaluation in colleges of education. It has been evolved through two years of experimentation at the MS University of Baroda. The strategy was developed in four phases. First, analysis and identification of specific objectives of the course on educational evaluation were made, resulting in the division of the course into six instructional units. Second, suitable software in the form of programmed learning material (PLM) to achieve these objectives was prepared. Third, empirical validation on a sample of 69 BEd students divided into two matched groups was carried out, during which the PLM was validated. The fourth phase involved identification of other instructional components, viz., library work, practical work and discussion, preparation of software material for these additional components, and integration of them with PLM to evolve the instructional strategy. This integration was carried out on a sample of 168 BEd students. The outstanding features of the strategy are that it is economical, making use only of available human resources, and further that it has been developed during the regular schedule which indicates ready adoption devoid of administrative difficulties. The authors are grateful to Dr G. R. Sudame, Dr B. R. Panchal and Dr (Miss) M. S. Padma of the Faculty of Education and Psychology, MS University of Baroda for rendering academic help at various stages of this project.

The Effects of Anxiety and Intelligence on Learning from Programmed Instruction

An attempt is made to analyse and relate the findings concerned with individual differences in learning achievement from programmed learning materials, to those from learning studies generally. In particular intelligence, anxiety and task difficulty are considered in terms of an extension of Spence's theory of anxiety and performance. The subsequent study carried out revealed that significant effects due to anxiety and intelligence were only found on a moderate as opposed to difficult programme. In addition the use of a state anxiety measure revealed in interaction between anxiety resulting from the learning milieu and intelligence on the moderately difficult programme: among high‐intelligence Ss those with high state anxiety gained more; whereas, among low‐intelligence Ss those with high state anxiety gained less.

Crystallography - A January term on the properties of crystals

The authors share a curriculum for undergraduate chemistry students who want to do interesting and somewhat unusual chemistry during the January Term but were not especially interested in the widely offered environmental chemistry topics courses. The course emphasized programmed learning materials and relatively inexpensive investigations into several properties of a variety of crystals.

The Instructor as a Teaching Machine

A teaching method is presented which has been used successfully in both undergraduate and graduate courses. It is based on using printed class notes as programmed learning material. The material is used in class with the instructor taking the role of a teaching machine. Courses taught using the method are listed and further applications suggested. An example is presented from material developed for an electromagnetic fields course.

Conditions of Learning and Response Mode: an Experiment Using Programmed Learning Materials in an African Secondary School

The research was carried out in a secondary school in Malawi, Central Africa, using four programs in biology. The experiment compared multiple‐choice and constructed responding across four categories of learning (verbal association, generalisation, multiple discrimination and chaining). Analysis of covariance showed no significant differences on the post‐test scores between the two response modes in any of the four categories. There was a small number of significant differences in the analysis of covariance of the retention test scores, but no general pattern emerged. However, pupils who used the multiple‐choice versions of the programs took significantly less time to work through them.

Glossary and index to remotely sensed image pattern recognition concepts

The purpose of the glossary is to state in the simplest possible way the general meaning or word usage for many of the terms in image pattern recognition. There is no intent to provide definitive statements for terms such as “resolution” but rather only statements about the general nature of what resolution is. There is no intent to provide mathematical formulas involving integrals or derivatives in any of the statements. Those who need the mathematics can get it from technical papers or texts. The glossary is designed to be read by those generally unfamiliar with the area and provide for them an overall perspective. The organization approaches that of programmed learning material and can be smoothly (I hope) read from beginning to end. Those needing to look up a specific term can do so via the index. There is some overlap of terms in this glossary with those glossaries or definitions in radiometry and aerial photography. There is no intent that the way the terms are described here replace the way they are described in those glossaries and definitions. The overlap is provided here so that the reader can get a perspective of a cluster of terms frequently used in our field. The perspective is intended to start from what the image concept is through the recording of an image by some sensor, the possible conversion of image format and the simple analog or more complex digital processing which must be done on the imagery. In short, the perspective is one of image pattern recognition.

Where We Now Stand

Only in the last decade have significant attempts been made to evaluate scientifically the methods of instruction in economics. Noting the acceleration in scientific evaluation, Lumsden focuses his attention on where we now stand in the evaluation of two methods of instruction: programmed learning materials and television.

A Further Note on Programmed Learning in Economics

Nationwide experimentation with programmed learning materials has shown their general efficiency. But how well do programmed materials fare when tested against the classroom teaching of a skilled and experienced professor?

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.

A Study of Nine Methods of Presentation of Programmed Learning Material

(1962). A Study of Nine Methods of Presentation of Programmed Learning Material. The Journal of Educational Research: Vol. 55, No. 9, pp. 461-466.

Exposure to Programmed Learning Material and Reading Comprehension

As part of a general investigation of the of programmed instruction, high school studencs in the Roanoke Public School system took year-long programmed courses in Algebra I, Plane Geometry, and Algebra 11. The senior author was impressed by the number of spontaneous commencs from chese studencs and cheir teachers pertaining co a subjective feeling of marked improvement in the students' reading ability. The present study investigated the hypothesis that students who take mathematics courses in programmed form will improve their reading ability relative to controls taking the same courses with a conventional texcbook. Ss were those students in Plane Geometry (N = 222), Algebra I (N = 105), Algebra I1 (N = 31) who had taken programmed instructional material plus controls (Ns = 84, 45, 27, respectively). (For a description et the overall design, see Encyclopaedia Britannica Films Rep. No. 2, 1961). At the end of the spring term, all Ss in the experimental and control classes were given the Cooperative English Test, Test C 1: Reading Comprehension, Lower Level, Form Y, except those Ss who were ill or absent from school for some other reason on the day of testing. Data were treated by analysis of covariance, using the STEP, Form A reading scores, obtained from the state-wide testing program of Fall, 1959, as the outside variable. Three reading scores were analyzed: total, level of comprehension, and speed of comprehension. Experimental Ss in geometry were significantly better in speed of reading comprehension than their controls (P < .05). None of the other differences were scatiscically significanc. . Utter ( 1961 ) noted that in some experiments at the Bell Telephone Laboratories, Ss who went through programs increased their reading comprehension. The reading test used ac Bell was the Davis Reading Test (R. F. Utcer, personalcommunication, February 5, 1962). In the study conducted by Ucter himself at Sandia, using the Bell Laboratories program in basic electricity, there was no rise in reading comprehension. Utcer speculates that this is probably due to the fact that many Ss had initially high reading scores. Our positive resulc in geometry, and that from Bell Laboratories, indicate some evidence for an interesting side effect pertaining co reading compre-a hension, which may occur during exposure to programmed instructional material. The failure of our Ss caking the algebra courses and those at Sandia to show significant increases in reading comprehension indicates that such an increase is related to specific attributes and does not invariably accompany the use of programmed instructional material.