| Abstract: | Compared the implications of educational set and subsumption for sequencing subject-matter presentations. Educational psychology undergraduates were taught in alternating instructional sequences. Sequence CF was a conceptually oriented lecture followed by a factually oriented self-study; Sequence FC was a factual self-study followed by a conceptual lecture. All Ss were taught in each sequence twice. An achievement test followed each sequence. Subsumption literature predicts superior performance in Sequence CF without interaction between instructional sequence and educational set. The educational set literature predicts an interation between sequence and set, in which conceptually set students would perform better in Sequence CF and factually set students in Sequence FC. Results are closer to the predictions derived from the educational set position than from the subsumption position. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
