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A comparative study of the effects of programmed instruction and conventional methods in the study of map-reading by pupils in a secondary academic school
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Type
Thesis
Author
Gaspar, George Rex
Supervisor
Wong, Ruth H. K.
Abstract
Programmed instruction is beginning to find its way into the Republic's educational system. The experimenter accepts that self-instruction via the use of programmed-texts can be an effective means of learning, but he is also anxious that programmed instruction should be integrated with live-teaching. Two hypothesis were, therefore , presented for investigation a) Secondary school pupils learning by the method of programmed-text integrated with live-teaching, will achieve as well as subjects receiving only live-teaching, in a map-reading course ; b) Secondary school pupils, learning by the method of programmed-text only, will acquire as much basic skills in map-reading, as pupils undergoing the same course by live teacher-instruction only. The first-mentioned hypothesis is fundamental to the study, the second being a supplementary hypothesis.
Seventy-six secondary four pupils of a government, academic school were accordingly assigned to the two treatment groups "programme" and "non-programme". They were then dichotomised into "high" and "low" achievement categories, in a two by two experimental design. In Stage I of the experiment, the "programme" groups received self-instruction via sets of programmed-texts and the "non-programme" groups received live-teaching in the conventional way. Leading to Stage II of the research, all groups received live-teaching, making the former groups "programmed-text integrated with live-teaching" and the latter groups remained so.
The instructional material used was the map-reading content course for secondary four pupils. The programmed-texts used were developed by the experimenter. The experiment stretched over the three terms in the scholastic year.
The methods were evaluated against the criteria of achievement tests performance, criterion tests performance, learning time, gains, forgetting, retention, transfer and post-instructional learning. The scores of all these were submitted to analyses of variance and some, in addition, to tests of difference between means. It was discovered that in Stage I, self-instruction via programmed-text proved to be a more superior method than conventional live-teaching. However, regarding the second hypothesis, it was discovered that there was no difference between the methods of programmed-text integrated with live-teaching and live-teaching only, save that the former method required fifteen percent less time.
Seventy-six secondary four pupils of a government, academic school were accordingly assigned to the two treatment groups "programme" and "non-programme". They were then dichotomised into "high" and "low" achievement categories, in a two by two experimental design. In Stage I of the experiment, the "programme" groups received self-instruction via sets of programmed-texts and the "non-programme" groups received live-teaching in the conventional way. Leading to Stage II of the research, all groups received live-teaching, making the former groups "programmed-text integrated with live-teaching" and the latter groups remained so.
The instructional material used was the map-reading content course for secondary four pupils. The programmed-texts used were developed by the experimenter. The experiment stretched over the three terms in the scholastic year.
The methods were evaluated against the criteria of achievement tests performance, criterion tests performance, learning time, gains, forgetting, retention, transfer and post-instructional learning. The scores of all these were submitted to analyses of variance and some, in addition, to tests of difference between means. It was discovered that in Stage I, self-instruction via programmed-text proved to be a more superior method than conventional live-teaching. However, regarding the second hypothesis, it was discovered that there was no difference between the methods of programmed-text integrated with live-teaching and live-teaching only, save that the former method required fifteen percent less time.
Date Issued
1971
Call Number
GA151 Gas
Date Submitted
1971