The Effects of Combining a Cognitive Routine Strategy and The Corrective Feedback Paradigm in a Computer-Based Lesson (Instructional Design)

Abstract

A basic assumption of this study is that the problem of declining educational achievement can be effectively addressed by improving the effectiveness of the instruction students receive. Two instructional techniques, a cognitive routine strategy and the Corrective Feedback Paradigm, were researched in a computer-based lesson that taught the relationship between parabolic graphs and their equations.

A two-by-two factorial design was used to determine the separate and combined effects of the cognitive routine and the Corrective Feedback Paradigm. The findings indicated that combining the two strategies is a potentially powerful instructional technique. The effects of both the cognitive routine (p = .004) and the Corrective Feedback Paradigm (p = .005) were significant.

Recommendations are made regarding the possible uses of this kind of technique as well as potential extensions of the technique. The incorporation of these techniques into a cohesive instructional design strategy and the potential power of the computer to deliver this type of instruction are examined. The possible contribution these techniques can make to overall curricular goals and objectives is explained.