A STUDY ON EFFECTIVENESS OF PROGRAMMED INSTRUCTION AS AN INSTRUCTIONAL STRATEGY IN SOCIAL STUDIES PDF Download
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Author: Dr. Ramesh Siddappa K.
Publisher: Lulu.com
ISBN: 0359580777
Category :
Languages : en
Pages : 226
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Book Description
Author: Dr. Ramesh Siddappa K.
Publisher: Lulu.com
ISBN: 0359580777
Category :
Languages : en
Pages : 226
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Book Description
Author: Lee Ehman
Publisher: Social Studies Development Center
ISBN:
Category : Education
Languages : en
Pages : 80
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Book Description
Computers have not revolutionized social studies curricula because so few teachers use them. But research does indicate that computers are flexible instructional tools that can assist in the development of attitudes, intellectual motivation, and inquiry skills. Social studies educators need to consider expanded computer use in their classrooms because computers assist in the preparation of students for effective participation in society. Teachers must understand how technology affects instruction, learning, and classroom environments, along with the types of effective instructional strategies that can be used to achieve specific goals. Educators should acquire the knowledge and experience needed to use computers by reviewing research relating to computer use in teaching and to instructional strategies. Information on research concerning the impact of computers on students, how computers change the way teachers' work, computers' effect on the training process, and computers' influence on the social studies curriculum is included. Necessary teacher competencies and appropriate instructional uses are explored through an analysis of teacher utility programs, databases, data analysis programs, and simulations. A 76-item bibliography concludes the document. (JHP)
Author: Center for Programed Instruction, New York
Publisher:
ISBN:
Category : Programmed instruction
Languages : en
Pages : 116
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Book Description
Author: Jerome P. Lysaught
Publisher:
ISBN:
Category : Programmed instruction
Languages : en
Pages : 200
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Book Description
Study of the fundamentals of programmed instruction as a teaching method in the USA. Bibliography pp. 168 to 179.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author: Dunn, Rita Stafford
Publisher: R&L Education
ISBN: 1578869846
Category : Education
Languages : en
Pages : 203
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Book Description
No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning—if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
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Book Description
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429995083
Category : Education
Languages : en
Pages : 544
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Book Description
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Author: Dr. Aneesunnisa Begum
Publisher: Ashok Yakkaldevi
ISBN: 0359718094
Category : Art
Languages : en
Pages : 68
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Book Description
INTRODUCTION: In developing country like India, there exist problems connected with qualitative expansion of educational opportunities as well as the qualitative improvement in our educational programmers. We cannot accommodate the explosive student population within the conventional framework of our educational system. We are virtually forced to consider how we can use available resources more effectively and efficiently. In this modern age, technological development and explosion of knowledge will provide a new style of life for pupils. To meet the demands of education, new innovations in education can bring significant change in our educational system. The developments in programmed learning and educational technology are among the important developments in educational field which will increase the effectiveness of education and extension work in schools, colleges, industries and agriculture etc.
Author: Mishra S
Publisher: Independent Author
ISBN: 9781805450955
Category : Social Science
Languages : en
Pages : 0
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Book Description
The study entitled "Programmed Learning: An Experimental Study" aimed at evaluating the effectiveness of programmed Learning Method over traditional Method in the subject of Geography of students of Class VIII. It was an experimental study in which programmed Learning Method was compared with traditional learning method. Programmed learning refers to self assisted instructional strategy in which the learner proceeds through the frames at his own pace of learning after getting immediate confirmation of results. The aim of this auto-instructional strategy is to maximize learning of the students by bridging the gap of individual difference. Government High School, Mudirath, Puri was selected as a sample through purposive sampling. Students were divided equally on the basis of teacher-made pre-test scores. Low achievers, high achievers and average students were divided in both the groups equally. Sample size was 80. Forty students were included in the experimental group and forty students were placed in control group. Pre-test, post-test equivalent group design was used. Programmed Text developed by the researcher was provided to experimental group while control group was taught by using traditional method for a period of 60 academic periods. At the end of treatment, a teacher made post-test was administered to measure the achievement in content areas of class VIII Social Science Text Book (geographysection) prescribed by B.S.E, Odisha. The same teacher taught all those 4 content chapters of the text book to both the groups. To determine the effect of programmed learning method on achievement in different contents areas (Chapter-I Natural Resources, Chapter-II Agriculture, Chapter-III Industry, Chapter-IV Human Resource and World Issues). Significance of difference between mean scores ("t" test) was tested at 0.05 level. Data analysis reveals that both experimental and control groups were almost equal with regard to achievement in different content areas before conduction of experiment. The experimental group outscored significantly the control group on post-test showing the supremacy of programmed learning method over traditional learning method. Students having same achievement level performed badly on post-test after being learnt through traditional method. Hence the ultimate result of the study indicated that programmed learning promotes learning of the students. The students found programming frames easy and interesting while answering. They responded the programming modules satisfactorily. To conclude this self-corrective and self instructional strategy has tremendous advantage over traditional teacher-centred method.
