The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…

Experiencing social phobia is an important factor which can hinder academic success during university years. In this study, research of social phobia with several variables is conducted among university students. The research group of the study consists of total 736 students studying at various departments at universities in Turkey. Students are…

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…

Fourth and fifth grade students (N=171) participated in three reading tasks to assess time needed for learning, time spent in learning, and time allocated for learning. Results indicated that spending and/or allocating insufficient learning time have a direct negative effect on achievement. (BS)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

The Learning for Mastery approach is clearly more effective than traditional instruction, but individualized programs are better than group-based ones. Students master more objectives with mastery learning because their level of participation is higher. (Author)

The causal effects of time spent in learning (TSL) and time needed for learning (TTL) on the reading and spelling achievement of 171 fourth and fifth grade students were investigated. TTL contributed significantly to achievement, and its direct effect was greater than TSL. Results also support a Carroll's learning model. (Author/BS)

Describes a study of college students that examined the instructional effect of visual and verbal metaphors in facilitating student achievement of different educational objectives. The effect of students' verbal ability and the amount of time they spent interacting with their respective instructional modules were also measured. (Author/LRW)

A study of undergraduate students investigated whether different rehearsal strategies are more effective in facilitating achievement, whether certain rehearsal strategies require learners to spend more time interacting with instructional content, and whether verbal or visual testing requires students to spend more time processing and responding to…

This study examined differences in time needed for learning for three types of learning tasks from Bloom's taxonomy: knowledge, comprehension, and application. Seventh and eighth graders (N=88) were given five repeated trials to master three simulated classroom tasks. Large differences were found between tasks in mastery rates, information…

This meta-analysis of 49 comparative studies shows that mastery testing has positive effects on student learning, but the size of effect depends on the stringency of the criterion used and the degree of experimental control. The effects of instructional time, student attitudes, and differences in ability levels are also addressed. (Author/LRW)