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Prose‐Text, Linear‐Programmed, and Branching‐Programmed Instruction in Teaching Counseling Theories
Author(s) -
SCHERMAN AVRAHAM
Publication year - 1974
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.1974.tb01970.x
Subject(s) - programmed instruction , psychology , significant difference , branching (polymer chemistry) , mathematics education , statistics , mathematics , materials science , composite material
Ninety‐one master's degree candidates in counseling at Michigan State University, enrolled in a counseling theories course, were randomly assigned to one of three instructional conditions: prose‐text, linear‐programmed instruction, and branching‐programmed instruction. A pre‐ and posttest covering the whole course and posttests following each instructional unit were administered to each of the subjects. No significant differences were found in terms of overall treatment effects; however, a significant location effect was found. In addition, a significant difference among treatments over repeated measures was found. The prose‐text group consistently performed more poorly than the other two groups. Better performance (on immediate criterion tests) of subjects instructed by the two programmed instruction methods suggests the possible use of these modes of instruction as motivational and reinforcing tools in teaching a course presented in small segments.