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Abstract
A fifty‐frame linear mathematics program was given to 109 boys in the first year of a secondary school. They were arranged in two ability groups, in each of which there was a random assignment to one of four treatment groups. The first worked the program in standard form; the second a program in which blocks of frames were presented in random order, the order of frames in each block remaining unchanged; the third a program in which all the frames were presented in random order. All these groups were given a test at the end of the program to obtain measures of acquisition and transfer. The fourth group took the test before working a program.
Among those of high ability there were no significant differences between treatments on the time, error rate and transfer scores. The block‐scrambled group scored highest on the acquisition items, being significantly better than the item‐scrambled group at the 005 level
Among those of low ability there were no significant differences between treatments on the time. The standard program group had the lowest error rate, being significantly better than the block‐scrambled group at the 0'05 level. The standard program group also scored highest on both transfer and acquisition items, three of the four comparisons being statistically significant.