Classroom Learning as a Function of Method of Presenting Instructional Materials

Abstract

In two experiments the efficiencies of programmed, television, and conventional textbook instruction were compared. Ss were randomly assigned to a group which worked through a standard programmed text; one which read the same material in conventional textbook form; one which listened to and saw a verbatim video-taped lecture of the programmed material. A 30-item multiple-choice test was administered immediately following instruction (Exps. I and II; Ns = 160, 134) or 1 wk. later (Exp. II). The results indicate that Ss who simply read the material in conventional textbook format only tended to have higher criterion test scores than Ss in either the programmed or television instruction groups. The results were, therefore, interpreted as consistent with the contention often made that differences in effectiveness of various methods of instruction are negligible, or at best, slight.