Scholastic ability versus attitude, time, and performance on programmed instruction
نویسندگان
چکیده
منابع مشابه
the comparative impact of prompts and recasts in processing instruction versus meaningful output-based instruction on efl learners’ writing accuracy
the purpose of the present study was to see which one of the two instruction-processing instruction (pi) and meaningful output based instruction (mobi) accompanied with prompt and recast- is more effective on efl learners’ writing accuracy. in order to homogenize the participants in term of language proficiency a preliminary english test (pet) was administrated between 74 intermediate students ...
the effect of metacognitive strategy instruction on efl learners reading comprehension performance and metacognitive awareness
چکیده ندارد.
15 صفحه اولthe effects of time planning and task complexity on accuracy of narrative task performance
هدف اصلی این تحقیق بررسی تاثیر برنامه ریزی زمانی، هم چنین افزایش میزان پیچیدگی تکالیف در نظر گرفته شده بصورت همزمان، بر دقت و صحت و پیچیدگی عملکرد نوشتاری زبان آموزان می باشد. بدین منظور، 50 نفر از دانش آموزان دختر در رده ی سنی 16 الی 18 سال به عنوان شرکت کنندگان در این زمینه ی تحقیق در نظر گرفته شدند و به دو گروه آزمایشی و کنترل بصورت اتفاقی تقسیم شدند. اعضای گروه آزمایشی هر دو تکلیف ساده و پی...
Foundations of Programmed Instruction
One can gain appreciable insights to the present day status of the field of instructional technology (IT) from examining its early beginnings and the origins of current practice. Programmed Instruction (PI) was an integral factor in the evolution of the instructional design process, and serves as the foundation for the procedures in which IT professionals now engage for the development of effec...
متن کاملthe effect of lexical and grammatical collocation instruction through input flooding versus awareness raising on short-term and delayed retention as well a active use
this study attempted to explore if teaching english collocations through two different modes of awareness-raising and input flooding has any possible differential effect on immediate retention as well as retention in a delayed assessment. it also compared the possible differential effect of teaching english collocations implicitly and explicitly on actively using the items in writing. m...
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ژورنال
عنوان ژورنال: Academic Medicine
سال: 1974
ISSN: 1040-2446
DOI: 10.1097/00001888-197406000-00007