Date of Award
Master of Science
Purpose of Study
The purpose of this study is to investigate the effectiveness of programmed instruction for student learning achievement when compared with conventional instruction.
1. There is a significant increase in achievement of the student learning technical subject matter by programmed instruction when compared with the achievement of students taught the same lesson using conventional instruction.
2. There is a significant increase in student retention of lessons taught by a programed instruction when compared to student retention of the same lessons taught by conventional instruction.
3. There is a significant decrease in time for student achievement by the use of programmed instruction when compared with conventional instruction.
Importance of Study
Since 1941, the nation's birth rate has risen rapidly. In 1941 there were about 24 million pupils in public schools. In 1953, there were nearly 28 million, and this growth will continue. This expanding enrollment has created critical problems for our schools. There are not enough classrooms and not enough trained teachers to provide an adequate educational program.".To meet these needs, an analysis of programed instruction may reveal that it could be applied to many educational and training situations.
Method of Study
This study was conducted by presenting the same lesson to control and experimental groups of students with approximately the same level of education, experience, age, and intelligence. The control group was presented the lesson by conventional instruction while the experimental group was presented the lesson by programmed instruction. At the end of the training, achievement and retention tests were administered to measure the achievement and retention of the students.
E. M. Norris
J. W. Echols
J. W. Echols
Prairie View A&M College
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Date of Digitization
John B Coleman Library
City of Publication
Smith, J. E. (1965). A Comparative Study Of Programed And Conventional Instruction In Technical Training. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/502