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Abstract
A 48‐frame linear program on number bases was presented to forty‐seven boys in the first year at a secondary school. The boys were arranged in two ability groups, high and low, based on their school mathematics examinations. In each group there was a random assignment to one of three treatment groups. The first wrote down their responses in the conventional way; the second thought their responses but wrote nothing down; the third read through a program in which the blanks had been filled in. Two parallel tests were given, one immediately on completion of the program, and the other after an interval of twenty‐seven days.‐ No significant differences in the mean scores between treatments at either ability level were found on the immediate test, nor on the delayed test. Retention was assessed on the basis of the gain scores, and here it was found that there was a significant interaction. Among those of high ability the written response group were significantly better than the text format group at the 001 level, with the thought response group between the two. Among those of low ability the order was reversed, but the differences were not statistically significant.