ACHIEVEMENT-TREATMENT INTERACTIONS IN PROSE LEARNING.
Item
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Title
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ACHIEVEMENT-TREATMENT INTERACTIONS IN PROSE LEARNING.
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Identifier
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AAI8515636
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identifier
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8515636
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Creator
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JAFFE, ARNOLD SIMON.
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Contributor
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Sigmund Tobias
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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Aptitude-treatment interaction (ATI) research has, for two decades, sought to develop a model for matching a student's needs to optimal instructional methods. The present study sought to enlarge the domain of ATI research in prose learning by examining ATI predictions made from aptitude and prior achievement measures. A second important aspect of this study was the examination of the relationship of Grade Point Average, pretest achievement, and curriculum-embedded formative tests in predicting subsequent achievement. Students in health professions training programs (N = 147) undertook a three-lesson curriculum in the identification and management of psychiatric emergencies. The students were assigned to one of four experimental instructional methods: an adaptive method, in which formative test performance determined the prescription of adjunct questions in subsequent self-instructional material; a yoked control group in which each student was matched to a student in the adaptive treatment; a fixed-track condition, with adjunct questions present throughout the curriculum; and a fixed-track condition without adjunct questions.;No significant ATIs were confirmed in the present study for either aptitude or pretest score on the overall posttest or immediate lesson posttests. There was a significant main effect for instructional method, with the Adaptive method students performing significantly better than the no-question control on both the overall posttest and Lesson 2 posttest. No significant differences were found among the treatment groups for time on task, attitude toward instruction or self-reported macroprocessing of instruction. A statistical model devised to determine optimal prediction of achievement over the course of instruction revealed that prior lesson achievement was consistently the best predictor of subsequent achievement in the curriculum. The use of adjunct questions in an adaptive educational framework was found to be successful in producing superior achievement to a no question control group in this study. Prior formative posttests were also found in this study to yield considerable information in the prediction of future performance by students. The use of both adjunct questions and an adaptive instructional system based upon formative posttest performance is highly recommended for both future research and for teachers who seek to improve instructional practice.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
