A Comparison of Retention Between Groups Using Programed and Conventional Instructional Methods
Eighty-four students in an introductory psychology course at Kalamazoo College participated in a study to investigate whether Learning by a Linear programmed textbook or by a conventional lecture method produces better retention. S's were randomly assigned to one. of 3 groups: Lecture (L), n=34; Lecture + programmed text (LB), n=•22; programmed text (B), n:30. During the 2 week experimental period, the LB and B groups learned significantly more material than the L group, but they forgot a significantly Large amount during a two month retention interval, while the L group forgot nothing. For a four month retention interval, the results are inconclusive. However, it seems that linear programmed methods have little if any particular advantage over conventional lecture methods.
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