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Task Analysis: A Post-Quiz Remediation Strategy for Personalized Self-Instruction.

This study was used to analyze the effects of a post-quiz remediation strategy in a Personalized System of Instruction (PSI) in an introductory university algebra course. Students were randomly assigned to two PSI groups, one with the post remediation strategy based on a task analytic approach and o...

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Publicado en:Journal of Educational Research Vol. 73; no. 1; pp. 8 - 12
Autores principales: Hassett, Matthew J., McCoy, Kathleen M.
Formato: Artículo
Publicado: Taylor & Francis Ltd Sep/Oct79
Materias:
Remedial teaching
Instructional systems
Algebra education
United States
Acceso en línea:Ver este registro en EBSCOhost
Sumario:This study was used to analyze the effects of a post-quiz remediation strategy in a Personalized System of Instruction (PSI) in an introductory university algebra course. Students were randomly assigned to two PSI groups, one with the post remediation strategy based on a task analytic approach and one without the post remediation strategy. Significant differences were found between the two groups. The post-quiz remediation strategy appears to be a practical alternative for remediation specialists and math lab directors.