Effect of Variation in Confirmation Procedures on Program Performance and Retention of Programmed Materials

Abstract

A 378-frame linear self-instructional program was administered to college freshmen to determine the effect of various modifications in confirmation format on programmed learning. Achievement was measured by daily tests as well as a comprehensive post-program test. Varying confirmation procedure or withholding confirmation altogether appeared to have no effect on either the recall or the reproduction accuracy of medical terms or their definition. Contrary to the findings of previous investigations, an analysis of the number of correct program responses associated with no confirmation versus confirmation conditions also indicated no significant differences.