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Abstract
The project reported in this paper was designed to apply recent research in human learning and educational technology to the teaching of large classes of introductory psychology students. The subject‐matter of the course was divided into units. Clearly specified objectives were prepared for each unit as were evaluations based on these objectives. Students were first given an outline of the unit together with a sample evaluation and reference material. During class periods students were first evaluated and those attaining criterion (90 per cent.) were free to pick up the material for the next unit. Those not attaining criterion were directed to appropriate instructional material and if necessary, to an individual tutorial. Results indicate that by using this approach approximately twice as many students attain a grade of A or B and one‐third as many students fail when compared with students taught by the traditional approach. The implications of those findings and suggested changes in course procedures are discussed.
* The project reported in this paper was supported by Negotiated Development Grant No. D‐5 from the National Research Council and by funds from Memorial University of Newfoundland. An earlier account was presented at the First International Conference of the Association for Programmed Learning and Educational Technology, April 1969, London.
Notes
* The project reported in this paper was supported by Negotiated Development Grant No. D‐5 from the National Research Council and by funds from Memorial University of Newfoundland. An earlier account was presented at the First International Conference of the Association for Programmed Learning and Educational Technology, April 1969, London.
