THE APPLICATION OF THEORETICAL FACTORS IN TEACHING PROBLEM SOLVING BY PROGRAMED INSTRUCTION.
GEORGE WASHINGTON UNIV ALEXANDRIA VA HUMAN RESOURCES RESEARCH OFFICE
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In continuing research into the technology of training, a study was undertaken to devise guidelines for applying programed instruction to training courses that involve the learning of principles and rules for use in problem solving. As the research vehicle, a portion of the material in the Armys ADPS Programing Specialist Course was programed to explore several different factors in using automated instruction to teach computer programming. Experimental versions of the course were administered to over 900 subjects in various experimental groupings. Criterion and retention tests based on actual job problems were used to measure subjects performance, along with in-training measures. Results in a series of promptingconfirmation variations indicated that giving subjects extensive stimulus support during training helps motivate them and improves scores during training, but hampers them in using what they have learned. Requiring subjects to fully write out rules during training hindered them in developing problem-solving skills applying these rules however, using mneomonics writing only the names of rules during training aided subjects in retaining what they had learned, particularly for more complex material. Working with a variety of practice problems facilitated the learning of problem-solving skills. Author
- Humanities and History