Self-Pacing Versus Pacing Requirements: Criterion Measures, Student Evaluations, and Retention.

Autor/inn/en	Surber, Colleen F.; und weitere
Titel	Self-Pacing Versus Pacing Requirements: Criterion Measures, Student Evaluations, and Retention.
Quelle	(1976), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Behavior Patterns; Child Development; Comparative Analysis; Conventional Instruction; Course Evaluation; Data Analysis; Educational Research; Higher Education; Individualized Instruction; Measurement; Pacing; Pretesting; Pretests Posttests; Programed Instruction; Statistical Analysis; Student Attitudes; Student Behavior; Student Evaluation; Student Motivation; Teaching Methods + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kindesentwicklung; Auswertung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Messverfahren; Lerntempo; Vortest; Statistische Analyse; Schülerverhalten; Student behaviour; Schulnote; Studentische Bewertung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study compares the content retention by students who are self-paced with content retention by students whose pacing is modified by instructors. The subjects included 148 students enrolled in an introductory college level child development course. One group of 74 students was randomly assigned to a self-paced section and another group of 74 students was assigned to an instructor-paced group. The general procedure was to divide course materials into 15 units of approximately equal size. At the completion of each unit's assignment, students were required to pass a 10-item, short answer essay quiz and an oral examination. Ninety percent mastery was required. The course syllabi for the two groups were identical except for the section describing grading procedures. In the self-paced group, students were permitted to complete the course at their own rate within the semester. The final grade was based solely on the number of units mastered. Findings indicated that even though the self-paced group procrastinated while the instructor-paced group worked at an even rate throughout the semester, both groups scored similarly on pre-, post-, and follow-up tests and were equally satisfied with the course. No differences were found in the number of units completed, final grade distribution, or course withdrawal rates. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC