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|Title:||An Evaluation of Systematic Instruction|
|Author(s):||Wilkof, Neil Jeffery|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Curriculum and Instruction|
|Abstract:||The purpose of the study is to evaluate systematic instruction as implemented in two on-going United States Air Force Technical Training Center courses. Bloom's mastery learning theory was identified as the most developed model of systematic instruction; however, it was held to be an inadequate analytic framework. Accordingly, a set of analytical propositions about systematic instruction, based on two overarching principles--the trade-off between mastery and coverage and the use of instructional feedback and correction--and four sub-principles, were discussed, on the basis of which six sets of hypotheses about the implementation of systematic instruction in an on-going instructional setting were proposed. These hypotheses generally focused on the analysis of zero-order correlations between various instructional components of the Technical Training Center program.
The basic issue addressed was whether an instructional program of on-going systematic instruction that yields achievement scores whose distribution is consistent with mastery learning theory in fact masks important differences. In confirming most of the hypotheses, the study focused on the phenomenon of "overlearning", and concluded that unlike mastery learning theory, pupil performance in an on-going program of systematic instruction is more a function of the ease or difficulty of the subject-matter vis a vis pupil capabilities than merely a function of a feedback and correction system that brings all students to the performance level set by a low minimum criterion.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|