Self-instructional Materials Research Articles

The evaluation process in individualized and self-instructional language programs

One of the most important functions which a language instructor performs is the evaluation of students’ work, in terms both of ongoing progress, and of the success achieved by students at the end of the contracted learning period. The sum total of this evaluation, both the ongoing and the final, is rendered in the instructor’s judgment of the students’ achievement and is translated in most conventional institutions of higher learning into a letter grade or a final written report. Since self-instructional language programs, by definition, lack one ingredient present in regular classroom instruction the language instructor they must have alternative means and procedures for evaluating students’ work. Several existing programs of individualized and supervised self-instruction have addressed themselves to this issue and have provided alternative viable systems of evaluation. The self-instructional programs which have ignored or paid little attention to this all important aspect of a language program, have done so at the expense of the quality of their offerings, and have neglected to give their students meaningful and clear indications of their degree of mastery of new language skills. What shape the process of evaluation takes and how it is incorporated in self-instructional language programs depends on the objectives of such programs and on the basic features which determine their character. In general, evaluation procedures cannot be separate and independent of the totality of the learning experience, for they are an integral part of the instructional program. Fair and reliable measurement of students’ achievement can only be arrived at if the testing reflects the objectives and procedures which are part of the learning process. In this paper evaluation procedures in two existing programs of individualized instruction will be discussed: the Personalized System of Instruction (PSI) and the Self-Instructional Language Programs (SILP) which follow the model set by the National Association of Self-Instructional Language Programs (NASILP). PSI was developed as an alternative learning mode to classroom instruction. Developed by the psychologist Fred Keller and his associates, in this system students move through course material in small steps. They work with special self-instructional materials and at the end, when all requirements of the program are met, are considered to have successfully completed the instructional process. (1, part II, p. 5) The five defining features of PSI courses are that: (1) they are individually paced; (2) they are mastery oriented; (3) they are student proctored; (4) they use printed study guides for communication of information; and (5) they incorporate into the programs a set of

Cardiovascular Disease Education in Texas Health Education Classes —A Needs Assessment*

This study ascertained to what extent cardiovascular diseases and associated risk factors are taught in public secondary health education classes in Texas, the disparity between what is taught and what is desired in terms of time allotment and educational materials, to what extent health education teachers are academically prepared to teach cardiovascular diseases and associated risk factors, and to what extent teachers utilize self-instructional materials. A questionnaire was mailed to a random sample of health education teachers in Texas. There was a return of 45.4%. The findings indicated that more time is devoted to teaching the cardiovascular system than disease and risk factors; there is a disparity between what is taught and what is desired; the teachers rated their preparation as average; and the use of self-instructional materials by high school students as average to excellent.

Audiotape and booklet self-instructional materials in physiology: an evaluation of their effectiveness and acceptability in the pre-clinical curriculum.

Audiotape and booklet self-instructional materials in physiology have been evaluated for their effectiveness and acceptability in the pre-clinical course. Learning effectiveness was determined by comparison of pre-test and post-test scores on multiple choice tests, and acceptability was determined by scores on a specially constructed and validated Likert type questionnaire. It is concluded that in three out of the four physiology topics studied, audiotape and booklet was a significantly more effective method of study than the conventional method of text books and lecture notes. Self-instructional material in the form of audiotape and booklet is acceptable to students both in absolute terms and when compared with other methods of learning. Use of the self-instructional material enabled students to achieve the required learning objectives.

An outreach cancer education program: a model for continuing education in the dental office

During the period 1970-1973, only 2.5 percent of the dentists practicing in Kentucky attended cancer continuing education courses offered by the University of Kentucky College of Dentistry. In the fall of 1973 a different approach to cancer education was launched: Learn about Oral Cancer in Your Office. Self-instructional materials, developed in the College of Dentistry, were taken to the dentist's office on an appointment basis. This method had great appeal and significantly increased the number of dentists involved in cancer continuing education. Other positive results of this approach were a greater awareness on the part of the dentist of his role in cancer detection, a desire amont the participants to alter the pattern of practice to include cancer detection techniques, and exposure of dental auxiliary personnel to cancer education material.

A self-instruction/lecture approach to nutrition for non-majors

A one semester credit nutrition course without prerequisites for the general college student was developed and evaluated at The Pennsylvania State University. It was developed around concepts dealing with the identity, source and function of nutrients. The basic principles associated with the concepts were handled via self-instruction, whereas related current issues were presented in lecture. The effectiveness of the self-instruction approach was tested by administering pre- and post tests designed to assess the students' knowledge of nutrition principles before and after covering the self-instruction materials. The gains achieved in post test over pretest scores and the percent of students who reached the post test mastery levels indicated that the self-instruction materials were effective in leading students to master the nutrition principles regardless of their background upon entering the course. Course evaluation questionnaires revealed that students liked the teaching approach and 90% rated the course good to excellent.

Development, validation and dissemination of instructional materials: an analysis.

This paper describes the activities of SIMO (Self-Instructional Materials in Ophthalmology), a 2-year project to develop four slide/tape units and one videocassette in basic ophthalmology for medical students. The background of the project, some observations regarding pitfalls in the developmental process, data on product evaluation, and factors in effective dissemination are presented. Instructional effectiveness was documented using measures of knowledge, skill in recognizing abnormalities, and performance of diagnostic and management techniques.

Evaluation of instructional materials for teaching psychomotor skills.

An investigation was conducted to determine the effectiveness of self-instructional materials for a cavity preparation procedure using two types of dental auxiliaries under assisted and unassisted instructional conditions. Results showed significant pretest to posttest performance gains, with the instruction proving equally effective across both types of auxiliaries and instructional conditions.

Effect of student academic ability on learning from programed text, slide‐tape, and lecture

The results of this study demonstrate that the programed text, slide-tape, and lecture do not differ greatly in effectiveness at any ability level. This fact eliminates the potential nightmare of having to assign dental students to different teaching formats according to academic ability. Future research should concentrate on the long-range effect of self-instructional materials, especially for the development of the effective study habits and self-reliance, which may be particularly important for low academic ability students. It is possible that academic ability is not the most important factor in matching students to teaching formats. Perhaps student personality characteristics will yield more useful guideposts for tailoring teaching to the student's best advantage.

A residency elective in medical education.

A three-month elective in medical education was undertaken by a first-year resident to obtain a background to prepare for a potential career in academic medicine and medical student teaching. This experience, jointly sponsored by the Department of Obstetrics and Gynecology and the Office of Medical Studies of the University of North Carolina School of Medicine, permitted the resident to investigate components of the clinical teaching-learning encounter, suggest means of improving clinical instruction, and develop a series of self-instructional materials. Stemming from this experience, a workshop on clinical teaching skills for faculty and house staff has been designed, and four self-instructional units on family planning have been added to the teaching program on the Department of Obstetrics and Gynecology. Benefits to the resident of the elective are outlined, and guidelines for similar experiences are suggested.

The Effects of Formative Evaluation and Remediation on Mastery of Intellectual Skills

AbstractThe purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.

Changing Teacher Behavior Through Self Instruction and Supervised Micro Teaching in a Competency Based Program

AbstractStudents in Professional Education Sequence at Illinois State University were randomly assigned to two treatment groups. In a micro-teaching experience, students using self-instructional material with formal supervision by trained supervisors were compared with those who were exposed to self-instructional materials without formal supervision. Results indicate that there are no differences between supervised and unsupervised micro-teaching when used in conjunction with self-instructional materials to develop specified teaching skills.

A Self-Instructional Program for Musical Concept Development in Preschool Children

The purpose of this study was to devise and evaluate a self-instructional program for the development of three musical concepts—pitch, duration, and loudness—in preschool children. Programed materials that included cassette tapes and illustrated books were developed. The response modes required of the children included drawing circles and lines, playing various musical instruments, and turning a page when a castanet was heard. Sixty-two preschool children participated in the study. The results indicated that: (1) the subjects in the experimental groups were able to learn the concepts of pitch, duration, and loudness as measured by a preschool musical concepts test; (2) preschool children easily acquired the concept of loudness, but pitch and duration seemed more difficult for them to perceive; and (3) the subjects' reactions to the program, especially their desire to return each day, indicated that self-instructional materials can be developed that will hold the attention of preschool children.

Evaluation of Instructional Materials and Prediction of Student Success in a Self-Instructional Section of an Educational Measurement Course

Instructional materials were developed which enabled students to take an educational measurement course by self-instruction. Students in the self-instructional section achieved as well as did students in lecture-discus sion sections on the unit examinations. Most of the students reported completing most or all of the self-instruc tional exercises. Most of the students reportedly were very satisfied with the self-instructional experience and with the self-instructional materials. Factors found to be most predictive of performance in the self-instructional section included verbal aptitude, grade point average, proportion of homework exercises completed, major, and grades in prior statistics and measurement courses.

Documentation of the effectiveness of self-instructional materials.

Documentation of the effectiveness of self-instructional materials.

Development and evaluation of self-instructional materials.

Development and evaluation of self-instructional materials.

Improving accuracy of interpersonal perception through a direct teaching method.

The study was designed to determine whether an individual's ability to perceive affect in other persons could be ameliorated solely as a result of the individual's having acquired knowledge and understanding of certain terms and concepts through a direct teaching approach. Subjects were randomly divided into two groups. During a 2-week treatment period, one group of 102 subjects received only programmed self-instructional material dealing with terms and concepts pertaining to interpersonal perception. The second group of 119 subjects attended a required educational psychology course during this period but did not have access to the programmed material. Following the treatment period, all subjects were tested for accuracy of interpersonal perception. The difference between groups with respect to scores on the perception measure was significant and favored the group receiving the programmed instruction. The counselor's ability to perceive accurately the meaning and feelings of the client is accepted as an important ingredient of psychotherapy (Sarbin, Taft, & Bailey,

Self-Instructional Drill Materials for Student Conductors

1HIS STUDY WAS CONCERNED with the development and experimental testing of self-instructional drill materials aimed at the improvement of score-reading ability. For the purpose of this research score-reading ability was defined as skill in the detection and identification of pitch and rhythm errors in instrumental performance. This skill is deemed a necessary behavioral competence of teachers of instrumental music. These teachers are faced with the necessity of detecting and identifying errors during rehearsal class. Highly developed aural/visual skill, commonly referred to as score-reading ability can have positive effect on the judicious use of available teaching time. Efficient rehearsal procedures facilitate student learning through accurate music performance experience. There is presently no instructional method for the teaching of scorereading skill. Experience in aural music theory classes is very often unrelated to the aural discrimination skills needed by instrumental teachers. Rarely, if ever, are future teachers asked to detect and identify errors produced in a music texture involving various instruments. Aural skills are developed in ear training classes but there is little evidence of transfer to the problems that confront the conductor. Students are unable to synthesize existent skills and focus them in solving the rehearsal problems of the conductor-teacher. In order to develop scorereading skill, students must experience reality-oriented material in a carefully organized format. It was the purpose of this study to develop self-instructional materials that bring about a synthesis of aural/visual skills needed for accurate score reading. Specifically, the objectives were as follows:

A Program for Developing Aural Discrimination of Instrumental Tone Colors Using a Videosonic Teaching Machine

1 See Theodore H. A. Ashford, Use of Programmed Instruction to Teach Fundamental Concepts in Music Theory, Journal of Research in Music Education, Vol. 14 (Fall 1966), pp. 171-177; Robert A. Barnes, Instruction in Music Fundamentals for Future Elementary Teachers, Journal of Research in Music Education, Vol. 12 (Fall 1964), pp. 187-198; Robert R. Fink, 4'Programed Part Writing, Journal of Research in Music Education, Vol. 15 (Summer 1967), pp. 159-164; Genevieve Hargiss, and Evaluation of Self-Instructional Materials in Basic Music Theory for Elementary Teachers, Bulletin of the Council for Research in Music Education, No. 4 (Winter 1965), pp. 1-5; Charles L. Spohn, Programing the Basic Materials of Music for Self-Instructional of Aural Skills, Journal of Research in Music Education, Vol. 11 (Fall 1963), pp. 91-98; and Charles L. Spohn and William Poland, 4'An Evaluation of Two Methods Using Magnetic Tape Recordings for Programed Instruction in the Elemental Materials of Music> Final Report of Grant #7-34-0430-172, U. S. Department of Health, Education, and Welfare (Columbus, Ohio: The Ohio State University Research Foundation, 1964). 2 One of the earliest and most successful published programed mtlsic texts using recorded sound material is James C. Carlsen's Melodic Perception: A Program for SelfInstruction (New York: McGraw-Hill, 1965); see also Jeanne Foster Wardian, The Language of Music: A Programed Course (New York: Appleton-Century-Crofts, 1967). 3 An interesting program for high school students is reported by J. Austin Andrews, Development and Trial of a Basic Course in Music Theory Using Self-Instructional Materials to Supplement Training Received in High School Performing Groups, BuEletin of the Council tor Research in Music Education, No. 8 (Fall 1966), pp. 30-35.

Predicting individual success in programing self-instructional materials

In essence, this study has completed a triad of efforts to identify and weigh factors critical to the proper selection of individuals for training as self-instructional programers. It would now appear that we have reliable measures that can be used as guidelines. The most powerful of these selection criteria is the combined Otis IQ and Watson-Glaser Critical Thinking scores. It was found in the 1963 study that these two scores, working in concert, were more powerful and sensitive than either working alone. This result was confirmed in the present study with the finding of significance beyond the 001 level, indicating that the difference could be attributed to chance in only one case out of one thousand. In Figure 1, we find a representation of the utility of this predictor in assessing the success of programers in the upper and lower quartiles. Using figures to be explained below, we sought to determine whether a combined score of 187 or less would indicate failure while a combined score of 207 or more would indicate success.

5: Foreign and International Programs

Numerous reports and materials are available on major curriculum development projects in countries around the globe. Many, perhaps most, of these projects are comparable to the NSF funded curriculum projects in the United States; they are comparable both in the constituents of the working groups (scientists and teachers) and broadly in the materials produced (textual materials, laboratory investigations, materials for teachers, and, sometimes, films and other visual aids). The annual reports of the International Clearinghouse on Science and Mathematics Curricular Developments (Lockard, 1968) are mines of information on these projects. The 1968 report covers over 100 projects from 42 countries and regions, in addition to those from the United States and those sponsored directly by UNESCO. It includes names and addresses of the project director and staff, the nature of the projects, and materials available free or by purchase. The Lockard (1968) report also includes reports on UNESCO pilot projects in chemistry in Asia, physics in Latin America, a world-wide high school science project headquartered in India, and biology in Africa. Bergvall and Nahum (1967) reported on the development of new methods, techniques, and materials for teaching the physics of light in Latin America and on the training of university personnel to teach the program. The eighty-page report includes details about the eight kits of equipment, the development of self-instructional programed text materials, and the production of 12 short silent films and a half-hour sound film.