EFFECT OF INSTITUTIONAL OBJECTIVES ON COLLEGE STUDENT ACHIEVEMENT.
The purpose of this study was to determine the effect of instructional objectives on student learning. The study years designed (1) to investigate the differences in achievement between students provided with instructional objectives and those not provided with instructional objectives, and (2) to d...
| Publicado en: | Education Vol. 97; no. 2; pp. 179 - 183 |
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| Formato: | Artículo |
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Project Innovation Austin LLC
Winter76
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=4716041&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 4716041 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131172 EDU jtl: Education issn: 00131172 maglogo: N pubinfo: dt: Winter76 vid: 97 iid: 2 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 4716041 ppf: 179 ppct: 4 formats: tig: atl: EFFECT OF INSTITUTIONAL OBJECTIVES ON COLLEGE STUDENT ACHIEVEMENT. aug: au: Chang, Theresa S. su: Academic achievement Instructional systems Special education sug: subj: Academic achievement Instructional systems Special education ab: The purpose of this study was to determine the effect of instructional objectives on student learning. The study years designed (1) to investigate the differences in achievement between students provided with instructional objectives and those not provided with instructional objectives, and (2) to determine whether the students with objectives retain the material they have learned longer than the ones who studied the material without objectives. The Ss for this study were eighteen students enrolled in the introductory special education class during the 8-week summer session. One-half of the Ss were randomly assigned to the treatment group receiving a package with the instructional objectives for the unit, while the other half, without the objectives, attended class lectures. There were no significant differences in their achievements on the immediate and delayed retention post-test scores. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1976 holdings: @attributes: islocal: N |
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