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Retention as a Variable in Comparing Programmed and Conventional Instructional Methods

William C. Orr
The Journal of Educational Research
Vol. 62, No. 1 (Sep., 1968), pp. 11-13
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27532121
Page Count: 3
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Retention as a Variable in Comparing Programmed and Conventional Instructional Methods
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Abstract

This study was designed to compare the retention of material presented by programmed instruction and the conventional lecture method. Subjects were divided into two matched groups; one received programmed instruction and the other received the conventional lecture method of instruction. Subjects were retested at intervals of one day, one week, and two weeks. There were no significant differences between the two groups at any time. In view of some practical advantages of programmed instruction, and the results of this study, it is felt that it deserves careful attention as an effective teaching method.

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