Some Effects of Unit Structure on Achievement and Transfer
Jeff A. Pyatte · American Educational Research Journal · 1969
Research studies dealing with the effects of changing the order in which programmed materials are presented upon such variables as achievement, retention, and transfer have not presented a clear picture of the effects of sequence on these variables. It is generally accepted, although experimental evidence to support such belief is scant, that sequence is an important variable. Two of the difficulties in dealing with the problem of sequence are encountered in defining an effective sequence of materials and in altering the sequence without destroying the effectiveness of the materials. It is necessary to overcome these difficulties if the problem of sequence is to be satisfactorily handled. A number of research studies have been reported which provide enough insight into the problem of sequencing to enable one to construct a satisfactory model for answering questions relating to the effects of sequence on achievement and transfer in programmed courses. This model must provide (1) a measure of sequence for a given set of programmed materials, and (2) a measure of the effectiveness of these materials. After it has been verified that there is a sequence and that alteration of the materials has changed that sequence, and after the relative effectiveness of i. This research was done as a part df a larger study which was supported