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A recent study of programmed learning, including experimental use in an electrical engineering department, indicated that the most fruitful application of teaching machine methods is in the presently nonprogrammed or loosely programmed hours spent by students outside classroom or laboratory periods. Programs already developed for use in this study have been concerned with analytical skills; further programs under development are concerned with concepts. Larger scale experiments are planned in which additional questions can be answered, particularly as to whether exposure to programmed instruction adversely affects the capacity of the student to learn independently. 相似文献
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Valerie S. L. Williams Mary Pommerich David Thissen 《Journal of Educational Measurement》1998,35(2):93-107
A developmental scale for the North Carolina End-of-Grade Mathematics Tests was created using a subset of identical test forms administered to adjacent grade levels. Thurstone scaling and item response theory (IRT) techniques were employed to analyze the changes in grade distributions across these linked forms.Three variations of Thurstone scaling were examined, one based on Thurstone's 1925 procedure and two based on Thurstone's 1938 procedure. The IRT scaling was implemented using both B i M ain and M ultilog .All methods indicated that average mathematics performance improved from Grade 3 to Grade 8, with similar results for the two IRT analyses and one version of Thurstone's 1938 method.The standard deviations of the IRT scales did not show a consistent pattern across grades, whereas those produced by Thurstone's 1925 procedure generally decreased; one version of the 1938 method exhibited slightly increasing variation with increasing grade level, while the other version displayed inconsistent trends. 相似文献
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Harold M. Williams 《Journal of Experimental Education》2013,81(2):131-133
An investigation of the relationship between gain in attitude toward and increases in knowledge of educational research was conducted. In addition, a comparison of two instructional styles was made. Preservice social studies teachers were randomly assigned to either an Individual Workbook or Lecture Workbook treatment. Two attitude measures were given before and after each ten week treatment. A knowledge measure was given as a final examination. Because of loss of one subject from each treatment and the small number of subjects, there were initial differences between treatment groups. Therefore, analysis of covariance tests were used. No significant differences between treatments were found. The results for the major question of the study indicated that increases in research knowledge did not result in gains in attitude toward educational research. 相似文献
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