![Sample our Social Sciences journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/110822/TOC-Subject-Sample-2021-Social-Sciences.jpg"})
Abstract
A comparison was made between learning from a programmed text, augmented (audio‐visual) lectures, and straight lectures. A total of 184 post‐graduate students, attending a course in educational psychology, were used as subjects. Intelligence, pre‐ and post‐tests were administered.
The results showed significant differences in post‐test teaching scores in the following order: first, programmed; second, augmented (audio‐visual) lectures; third, straight lectures
It was suggested that the superior performance obtained under the programmed method could be accounted for in terms of response similarities between learning and testing
No significant relationship was found between intelligence test scores and amount learned under any of the three systems of learning. No difference was found between Arts and Science graduates, and no difference was found between the sexes
A retention test, carried out after an interval of five months, showed that the programmed learning group was still superior to the other two groups. Assessments of practical teaching ability showed no correlation with scores obtained under any of the learning methods.