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Results for “Programmed Instruction”

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PubMedDate not supplied

An instructional program for teaching adolescents approaches to the prevention of birth defects.

Very little is being done to educate adolescents about better ways to prepare their bodies for parenthood. The purpose of this study was two-fold: (1) to use the first five steps of a ten-step research and development process to produce an instructional program which would effectively teach teachers of adolescents approaches to the prevention of birth defects and (2) to produce an instructional package which demonstrates statistically significant learning by adolescents. Data analysis indicates that significant learning occurred. An important finding of this study is that the designed instructional program is effective in teaching teachers of adolescents ways to prevent birth defects.

Adolescent↗
PubMedDate not supplied

The process of developing a computer-assisted instruction program.

The author describes the process of developing a computer-assisted instruction program with limited funds and resources. Development of the content of the program was done by the author. Grant funds were obtained to pay a programmer and purchase hardware and software. The author shares her personal experiences in this process and some of the challenges and pitfalls that were encountered.

Bed Rest↗
PubMed1994

Effects of imposed postfeedback delays in programmed instruction.

Imposed postfeedback delays promote discrimination training; the present experiments determined whether they also improve performance in programmed instruction. In two experiments, college students completed 45 sets of Holland and Skinner's (1961) programmed text on behavior analysis in a computerized format in a three-component multiple schedule. In Experiment 1, the conditions were (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question answered incorrectly (contingent delay). Noncontingent delay produced better performance than no delay and contingent delay. To determine whether performance increased in the noncontingent delay condition because subjects studied the material during delay periods, Experiment 2 tested three conditions: (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question with the screen blank during the delay period. Noncontingent delay produced better performance than no delay, but there was no difference in performance between no delay and noncontingent delay with blank screen. Hence, noncontingent delay improved performance because students used delay periods to study. Furthermore, subjects preferred noncontingent delay to the other conditions, and session time increased only slightly.

Journal Article↗
PubMed2004

[Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].

PURPOSE: This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. METHOD: The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. RESULT: First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. CONCLUSION: We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

Accident Prevention↗
PubMed2003

The effectiveness of computer-aided, self-instructional programs in dental education: a systematic review of the literature.

Computer-aided learning (CAL), self-instructional programs provide an accessible, interactive, and flexible way of presenting curriculum material. In order to assess the effectiveness of CAL programs in dental education, a systematic review of the published literature comparing CAL with other teaching methods was performed. A systematic search of the published literature was performed. Articles formally assessed for inclusion had to meet the following criteria: randomized controlled trials comparing CAL with any other method of instruction, and the use of academically homogeneous dental students or dental professionals with objective, predefined outcome criteria measuring performance, time spent, and attitudes. The searches located a total of 1,042 articles; of these, only twenty-seven articles met the inclusion criteria. Further quality assessment identified twelve studies that were included in the final review. Five of the studies documented statistically significant differences in outcome measures (scores on multiple choice, written or oral tests, and clinical performance) favoring CAL over comparison group(s), while six revealed no statistically significant differences. One study documented a greater improvement in test scores in the seminar group over the CAL group. Participants' attitudes towards CAL in the included studies are also discussed. Our study concluded that CAL is as effective as other methods of teaching and can be used as an adjunct to traditional education or as a means of self-instruction.

Attitude↗
PubMed1980

Model instructional program for mainstreaming handicapped children.

The purpose of this study was to implement and test the effectiveness of an instructional program designed to teach normal children about cerebral palsy. Presentation of the program to 17 first-grade children resulted in a significant increase in the students' knowledge of the disability, compared to that of a control group. Implications of these results for physical and occupational therapists involved in facilitating placement of handicapped children into the least restrictive environment were discussed.

Attitude↗
PubMed1979

Programmed instruction in general pathology: evaluation of performance in comparison to conventional instruction and scholastic achievement.

Previous studies relating the efficacy of various teaching methods to student achievement levels have yielded conflicting results. This study compares programmed instruction in pathology with conventional instruction for students exhibiting different levels of academic achievement, as measured by undergraduate GPA. The results of this study reveal that no significant difference in examination performance exists regardless of the teaching method employed when achievement level is considered.

Computer-Assisted Instruction↗