Motivation, step size and selected learner variables in relation to performance with programmed instruction

Val Ann Morris ^[1] ; Stanley S. Blank ^[1] ; Douglas McKie ^[1] ; Fred C. Rankinet ^[1]
1. [1] University of British Columbia
  
  University of British Columbia
  
  Canadá
Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 7, Nº 4, 1970, págs. 257-267
Idioma: inglés
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Resumen
- 252 fifth‐grade students, categorised into anxiety‐ability levels, were exposed to one of three forms of pre‐program experience in an attempt to manipulate achievement motivation: (a) a pre‐test followed by a satisfactory report, (b) a pre‐test followed by no report, and (c) a pre‐test on material other than that covered by the program. After the pre‐program experience students completed either a large or small step (SS) version of an English money program. Using four criteria (immediate post‐test, delayed post‐test, time, and program errors) ability was significant for all but time (p<0·01), anxiety was significant only for errors and only on the SS program (p<005), and the Treatment X Anxiety interaction was significant for the delayed post‐test on the SS program (p<0·01). This interaction was such that high‐anxious students performed better, without a pre‐test while low‐anxious students did better with a pre‐test. Discussion centred on the explanation of this interaction and why the SS program produced more differentiation than the large step.