Project Pace: A Study of three Modes of Instruction, Programmed Text, Platform Lecture and Multimedia Instruction.

摘要

The purpose of this study was to determine how two contemporary methods of instruction (Programmed text instruction and multimedia instruction) compared with the traditional lecture method of instruction in terms of addressing the problem of individual student variability. Each of three classes of IOBC students enrolled at the USAIS received instruction in supply procedures under one of three different methods of instruction: conventional, programmed text, or multimedia (individual sound-slide) instruction. The results of this investigation support the following set of conclusions: (1) The programmed text technique was superior to the conventional and multimedia techniques for presenting IOBC students instruction in supply procedures; (2) The post-instruction test performance of IOBC students who received multimedia instruction in supply procedures was predicted to a moderate degree by their performance on the HumRRO Embedded Figures Test (r = .31) while the post-instruction in supply procedures was predicted only slightly (r = 18) by their performance on the HumRRO test; (3) the HumRRO Embedded Figures Test was found to be a reliable and an internally consistent text, except in the officer population studied where the test was found to have only low (r = .31) to moderate (r = .54) construct validity.