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Results for “Programmed Instructions as Topic”

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At least 1,315 records · Page 73Linked to original sources
PubMed1987

Self-instruction, individual differences, and mental retardation.

A general theoretical framework to guide research on self-instructional training was presented. The theory emphasizes that in evaluating self-instructional programs, more attention must be given to the developmental characteristics of the persons to be trained and suggests that self-instruction will be particularly useful to young nonretarded children, mentally retarded persons, and, more generally, individuals who have limited linguistic skills and a limited knowledge base. Further, retarded children taught to self-instruct will show better attention, memory, and motivation and manifest less impulsive behavior, maladaptive perseveration, and field dependency when taught through a self-instructional in contrast to an external instructional format. Empirical support for this theory was examined and recommendations for future research made.

Behavior Therapy↗
PubMed1988

Critical care orientation: a comparison of two teaching methods.

The purpose of this study was to determine differences in knowledge, performance, and study time between critical care orientees after use of two types of teaching methods: lecture and self-directed learning package. This study had a nonequivalent control group design. The sample consisted of 24 nurse orientees employed in critical care areas of a large teaching hospital on the Eastern Seaboard. Group A (n = 13) used a self-directed learning package and group B (n = 11) attended a lecture. Data were collected during an 8-week orientation. During week 2 the knowledge pretest was administered, the demographic data questionnaire was completed, and group A was given the self-directed learning package. During week 6 group A completed the self-directed learning package and group B attended the lecture. During week 8 the knowledge and performance simulation posttests were administered, and the study time questionnaire was completed. A paired t test revealed a difference in pretest and posttest knowledge in all participants, t (23) = 6.6, p less than 0.001, indicating that learning occurred among all participants. ANCOVA showed no significant differences between groups in knowledge and performance. A t test showed no significant differences in total study time between the two groups. Group A reported significantly (p less than 0.001) greater at-home study time than group B. Results of this study indicate that nurse orientees' knowledge and performance may be similar with the use of either lecture or self-directed learning package.

Critical Care↗
PubMed1987

Teaching dental materials using the personalized system of instruction.

Tailoring instruction to the individual needs of students is one approach to ensuring that students with lower scholastic aptitudes obtain the skills and knowledge necessary to function successfully as professionals. This study determined the effects of the personalized system of instruction (PSI) on end-of-course achievement, aptitude-achievement relationships, long-term retention, and course attitudes. The PSI method of instruction was compared to a conventional lecture/laboratory approach for teaching a dental materials course to dental hygiene students. Although there was no significant difference between conventionally taught and PSI students on the end-of-term final examination, lower aptitude students in the PSI class scored significantly higher on the final examination than lower aptitude students in the conventional class. Of students completing a one-year retention examination, those in the PSI class scored significantly higher than students in the conventionally taught class. Student course ratings favored PSI instruction both at the end of the course and at the one-year follow-up interval.

Achievement↗