The effects of a social studies programmed instruction textbook plus teacher interaction on the achievement and retention of low reading ability students

• Main Author: Furey, Helen E.
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1976
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/7868/; https://research.library.mun.ca/7868/1/Furey_HelenE.pdf; https://research.library.mun.ca/7868/3/Furey_HelenE.pdf

The purpose of this study was to determine whether a social studies programmed instructional textbook plus teacher interaction produced positive, significant achievement and retention for low reading ability students at the grade six level. -- The research experiment involved nine grade six classes within the Avalon Consolidated School Board and the Roman Catholic School Board of St. John's, Newfoundland. All students were administered a reading test, grades were computed an only low reading ability students were assigned to groups. -- Three treatments, conventional teaching, programmed instruction, and programmed instruction plus teacher interaction, were utilized. Through the use of a Table of Random Selection (Glass and Stanley, 1970) the low reading ability groups were assigned to treatments. A 'Posttest Only Control Group' design was used to state the hypotheses. An analysis of covariance was conducted on the posttest and delayed posttest scores to test significant differences. The appropriate post-hoc test, Newman-Kuels (Winer, 1971), was used to test the significance of the difference between group means. -- The results of the study indicated that the treatment group utilizing conventional teaching had significantly higher achievement and retention scores than the treatment group exposed to programmed instruction or the treatment group utilizing programmed instruction plus teacher interaction. The programmed instruction plus teacher interaction treatment group had significantly higher achievement scores on the posttest than the treatment group receiving programmed instruction. However, no significant differences existed between the retention scores of these two treatment groups.