Achievement-Treatment Interactions in Programmed Instruction.

Tobias, Sigmund; Ingber, Tsvi

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Peer reviewed

ERIC Number: EJ137048

Record Type: CIJE

Publication Date: 1976

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Achievement-Treatment Interactions in Programmed Instruction

Tobias, Sigmund; Ingber, Tsvi

Journal of Educational Psychology, 68, 1, 43-7, Feb 76

Students were randomly assigned to study an instructional program by constructed responding or by reading. Level of prior attainment was ascertained by pretest scores. Interaction was found between prior achievement and instructional support. Constructed responding was especially beneficial for students with low pretest scores. (BJG)

Descriptors: Academic Achievement, Elementary Education, Interaction, Intermode Differences, Programed Instruction, Responses, Teaching Methods

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