Effects of branching in a computer controlled autoinstructional device

Abstract

2 groups of 15 high school Ss received instruction in logic from a computer controlled autoinstructional device. In 1 group all Ss received a fixed sequence of 233 items. In the 2nd group each of the Ss received a different number and sequence of items, depending on the S's performance during the lesson. Branching decisions were based on errors and on the S's evaluation of his own readiness to advance to new topics. Posttest scores were significantly higher (.05 level) for the branching group than for the fixed sequence group; training time differences were not significant. (PsycInfo Database Record (c) 2025 APA, all rights reserved)