Branching program, text, and lecture: A comparative investigation of instructional media

Abstract

Most comparative studies of programs with conventional media have compared a linear program plus lecture condition with either a lecture-alone, program alone, or text-alone. This design results in noncomparable treatment groups, since the experimental Ss may either be given more time to use the program or are exposed to the same material twice. The present study, utilizing a branching program, controls for these possible error factors. Based upon the performance of 66 undergraduate Ss, an analysis of covariance suggests that sheer repetition of material, regardless of the medium employed, is a significant factor influencing the outcome of comparative studies. (PsycInfo Database Record (c) 2025 APA, all rights reserved)