The Investigation of Step Size and Error Rate in Programmed Instruction

摘要

An investigation was undertaken to determine whether step size in linear programs could be defined, measured and manipulated, and to determine the effects of various sizes of step on error rate and achievement for learners at three levels of ability. Response, cue, context, and enrichment components of a frame were used to define both intraframe and interframe step size. Numerical scales then were developed to measure step size and a set of manipulations was devised for use in modifying the step size of existing programs. Normative step-size values were determined from a survey of ten published programs. The results of the study suggest that, within the range of step sizes investigated and within the range of error rates produced, neither is an important variable with respect to achievement regardless of the ability level of the learner. It is recommended that less consideration be given to step size when writing a linear program and that less emphasis be placed on error rate when revising a program providing step size and error rate are not excessively large. (Author)