Role of Knowledge of Results in Programed Instruction

Abstract

A two-way analysis of variance design was used to compare the effects of knowledge of results, knowledge of results plus knowledge of what the correct response should be, knowledge of results plus an extrinsic reward, no knowledge of results, and the effects of using a teaching machine as a programed text for two modes of responding (multiple choice vs constructed response) in a programed instructional format on the achievement and attitudes of introductory psychology students. Results indicated that the type of reinforcement, mode of presentation, and mode of responding did not significantly affect achievement. Lower error rates on the programed lessons were noted for those groups which had knowledge of what the correct response should be and also for those who received an extrinsic reward. Responses of Ss concerning their attitudes toward the reported advantages of using programed materials were generally in a positive direction; however, most groups favored the traditional method of teaching, using programed materials as a supplement.