| Abstract: | A study using 132 10th–11th graders investigated 2 variables of computer-based adaptive instructional strategies for concept learning. The 1st variable tested the hypothesis that the selection of the number of examples according to on-task information is more efficient than the selection according to pretask information or pretask plus on-task information. Data analysis showed that the on-task information condition needed significantly less instructional time and fewer instructional examples than either of the other 2 conditions. The 2nd variable contrasted a response-sensitive strategy with a response-insensitive strategy to determine the presentation order of examples within rational sets. Results show that Ss in the response-sensitive group not only performed better but also needed less on-task learning time and fewer examples than the response-insensitive group. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
