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  • Artikel  (3)
  • programmed achievement  (3)
  • Springer  (3)
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  • Blackwell Publishing Ltd
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  • Allgemeine Naturwissenschaft
  • Architektur, Bauingenieurwesen, Vermessung
  • Elektrotechnik, Elektronik, Nachrichtentechnik
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  • Artikel  (3)
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  • Springer  (3)
  • American Institute of Physics
  • Blackwell Publishing Ltd
  • Cell Press
  • Institute of Electrical and Electronics Engineers
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  • 2010-2014
  • 2005-2009
  • 1985-1989
  • 1975-1979  (3)
  • 1945-1949
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  • 2007
  • 2005
  • 1986
  • 1978  (2)
  • 1977  (1)
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  • Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft  (3)
  • Allgemeine Naturwissenschaft
  • Architektur, Bauingenieurwesen, Vermessung
  • Elektrotechnik, Elektronik, Nachrichtentechnik
  • 1
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 8 (1978), S. 145-156 
    ISSN: 1573-188X
    Schlagwort(e): programmed achievement ; mastery learning
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract College students operated under different contingencies in the same classroom. The Programmed Achievement (PA) condition required students to evidence criterion performance (100% mastery) on 12 Chapter quizzes. Failure to evidence mastery performance on any of the quizzes resulted in the loss of a letter grade off the final course grade. The control condition involved a more traditional college classroom structure where students took chapter quizzes with no requirement to evidence mastery. A third group of low achievement students, identified at midterm, operated under control conditions the first half of the semester and were subsequently shifted to the PA contingency the second half of the semester. The results revealed only a slight superiority for PA students over controls and both PA and Control students demonstrated significantly better performance when compared to that of low achievement students prior to midterm. However, following the PA shift these subjects evidenced performance equivalent to that of the other two groups. Procedural and theoretical implications of these data were discussed.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
  • 2
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 6 (1977), S. 169-179 
    ISSN: 1573-188X
    Schlagwort(e): male-female performance ; programmed achievement
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract College students operated under different classroom contingencies. The Programmed Achievement (PA) condition required students to evidence criterion performance (100% mastery) on weekly quizzes. Failure to show mastery performance on any of the weekly quizzes resulted in course failure. The Standard Control (S-C) condition involved a more traditional college classroom structure where students took weekly quizzes with no requirement to evidence mastery. Male and female performances were analyzed to determine if different course structures interacted with sex of student. The results indicated that PA students demonstrated higher performance than controls on weekly quizzes and a major exam. It was also shown that PA females increased at a more rapid rate than PA males, while S-C males and females were not significantly different. Theoretical implications of the results are discussed.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
  • 3
    Digitale Medien
    Digitale Medien
    Springer
    Research in higher education 8 (1978), S. 273-282 
    ISSN: 1573-188X
    Schlagwort(e): programmed achievement ; positive reinforcement ; bonus points
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Wissenschaftskunde und Wissenschaftsorganisation, Hochschul- und Universitätswesen, Museumswissenschaft
    Notizen: Abstract A new teaching method based on positively reinforcing attempts at mastery was introduced and empirically tested to determine its validity. The program, labeled Programmed Achievement Study System (PASS), makes use of traditional learning principles by providing rewards (bonus points) contingent upon reaching specified mastery criteria. Specifically, college students enrolled in introductory psychology were awarded additional points if they demonstrated mastery of concept areas on retake quizzes administered during a given week. PASS students, as compared to a control condition, demonstrated higher performance on a final examination given at the end of the semester. These results suggest that the PASS contingencies are preferable to those contingencies operating in more traditional classrooms. A theoretical rationale based on the principles of operant conditioning is discussed.
    Materialart: Digitale Medien
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
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