Charting Scores in Precision Teaching for Skill Acquisition

Abstract

This study examines the practice of charting scores in precision teaching for skill acquisition. Two separate studies were conducted, one comparing the effect of recording daily scores on a linear graph with that of keeping daily raw score data, the other comparing use of semilog charts with use of raw scores. In each study the group was divided in half and received each of two treatments (charting on linear or semilog graphs and keeping raw scores) for a 2 week period. Average raw score gains for each test condition were then compared. Results of the first study showed gains made while charting daily scores on a linear graph to be significantly greater than gains made while recording raw scores. Results of the second study indicated no significant difference between gains made while charting daily scores on semilog graphs and gains made while recording raw scores.