The Effect of Instructional Presentation Sequence on Student Performance in Computer-Based Instruction.

摘要

Performance data were collected to compare the effects of four different methods of sequencing instructional presentations. Lessons prepared in a 'rule, examples, practice' format were presented in either a rule-examples-practice, examples-rule-practice, practice-examples-rule, or random presentation sequence. The time to complete the lessons, total number of responses, post-lesson test scores, and percentage correct on practice problems of medium difficulty were compared for the four groups. The results indicate that the different presentation sequences have no significant effect on overall performance. (Author)