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PDF pending restorationVance, Barbara; Butler, David Conwey – 1977
Forty-eight first and second graders were taught an algorithm for solving concept-attainment problems. Using a 2 x 2 factorial design, a comparison was made of the effects of (a) reverse versus forward sequencing of instruction and (b) elicited verbalization of the algorithm versus nonverbal practice. Reverse groups outperformed forward groups on…
Descriptors: Algorithms, Elementary Education, Elementary School Students, Factor Analysis
