Achievement and Programmed Learning
Sister Mary Joetta Sneider · Mathematics Teacher Learning and Teaching PK-12 · 1968
With the continual developments in programed instruction, educators are responding in varied ways. Advocates assure that programmed instruction provides for the individual differences of students. Goldberg and his colleagues grant the advantages of programmed learning to be most evident with respect to the slower learner in helping him to obtain a direct familiarity with course materials.1 Fillmer finds that it guarantees personal attention to each student working with it.2 Clark claims, “A well-built program will allow a pupil to learn mathematics, to learn good mathematics, and to learn it with interest and understanding.”3 Heimer holds that there are three values to the student who is using programmed instruction: (1) He is continuously involved in the learning process, (2) he gains immediate reinforcement, and (3) he proceeds at his own rate.4