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Students in eight classes of the Basic Sonarman (Surface) Course were taught basic electricity under the experimental conditions of programed vs. conventional method of instruction, high vs. lower qualified instructors, and easy (DC) vs. difficult (AC) subject matter. No one method of instruction, ability level of instructors, or difficulty level of subject matter was found consistently to yield superior student achievement. Nor were there consistent interaction effects. Over-all there was a tendency for students to achieve slightly more under the programed method of instruction. Students' attitudes were more favorable toward the programed method of instruction when the subject matter was relatively easy (DC) than when the subject matter was difficult (AC). Instructors' attitudes toward programed instruction tended to be negative. Students and instructors agreed, however, that the programed materials were relatively easy to read. Though the programed method of instruction tended to be slightly superior in terms of objective tests of student achievement, both students and instructors thought that the programed materials should be used to supplement rather than to replace conventional methods of instruction. (Author).
The effects of repetition and spaced review in programed instruction were studied. Experiments 1 and 2 covered a one-semester course in General Science at the Junior High School level. In Experiment 3, a 1280-frame portion of the total course was used. In Experiments 1 and 2, comparisons were made among (a) a conventional course, (b) a regular linear version of the program, and (c) a spiral version of the program. The results indicate that the programed course was at least as effective as the conventional instruction in terms of both learning and retention after 15 weeks. The linear program was superior to conventional instruction on some measures. The spiral program offered few, if any, advantages over the regular linear program. Experiment 3 allowed a more precise evaluation of the separate effects of repetition and spaced review. Spaced review produced significant increases in learning which persisted, and even increased, through a 3-week retention interval. Repetition did not produce increased learning or retention. The general conclusions are: (a) repetition of instructional materials above the usual level in a linear program is not beneficial; (b) spaced review is potentially beneficial; and (c) some techniques of obtaining spaced review, eg, spiral programing, may offer disadvantages that equal or outweigh the potential advantages of spaced review. (Author).