Degree Granting Department
Educational Leadership and Policy Studies
James A. White, Ph.D.
William A. Kealy, Ph.D.
Darrel E. Bostow, Ph.D.
Stanley B. Supinski, Ph.D.
Instructional technology, Teaching methods, World wide web, Instructional design, Academic behavior, Learner control, Computer-based instruction
Web-based lessons teaching graph construction techniques (via the internet) were presented to 144 undergraduate and graduate college students. One group experienced program-controlled tutorials requiring them to construct answers in a defined sequence. A second group experienced identical lesson material in the form of typographically cued text presentations. The programmed instruction students performed significantly better than the cued-text group on an immediate computerbased posttest assessing comprehension of the graphing lesson material. The cuedtext group performed better on an applied graphing assignment. The experiment did not account for individual’s internet study habits or the metacognitive approaches to learning employed by the study participants. Responses on post-tutorial questionnaires revealed that many students copied screens and took notes--studying these materials immediately prior to the computer posttest and applied task, which were accomplished under controlled lab conditions.
Scholar Commons Citation
Canton, Reinaldo L., "Effects of Constructed Response Contingencies in Web-Based Programmed Instruction on Graphing Compared to Cued-Text Presentation of the Same Information" (2005). USF Tampa Graduate Theses and Dissertations.