Abstract
One-hundred thirty-six students enrolled in four classes of a counseling theories course served as the experimental subjects. In three classes students were randomly assigned to one of three modes of instruction: prose-text, linear programmed instruction, and branching programmed instruction. Subjects from the fourth class were given free choice to select the mode of instruction preferred.
It was found that the free-choice group performed better than the linear and branching programmed instruction groups, although not significantly better than the prose-text group. In response to a questionnaire, males stated that when compared to traditional lecture-type courses, the programmed instruction approach helped them concentrate and resulted in a more efficient use of their time. Females did not think that the use of programmed instruction offered an interesting and stimulating approach.
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