University of Illinois Urbana-Champaign

The Effects of Combining a Cognitive Routine Strategy and The Corrective Feedback Paradigm in a Computer-Based Lesson (Instructional Design)

Sfondilias, John Steven

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/69028

Description

Title
The Effects of Combining a Cognitive Routine Strategy and The Corrective Feedback Paradigm in a Computer-Based Lesson (Instructional Design)
Author(s)
Sfondilias, John Steven
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Abstract
  • A basic assumption of this study is that the problem of declining educational achievement can be effectively addressed by improving the effectiveness of the instruction students receive. Two instructional techniques, a cognitive routine strategy and the Corrective Feedback Paradigm, were researched in a computer-based lesson that taught the relationship between parabolic graphs and their equations.
  • A two-by-two factorial design was used to determine the separate and combined effects of the cognitive routine and the Corrective Feedback Paradigm. The findings indicated that combining the two strategies is a potentially powerful instructional technique. The effects of both the cognitive routine (p = .004) and the Corrective Feedback Paradigm (p = .005) were significant.
  • Recommendations are made regarding the possible uses of this kind of technique as well as potential extensions of the technique. The incorporation of these techniques into a cohesive instructional design strategy and the potential power of the computer to deliver this type of instruction are examined. The possible contribution these techniques can make to overall curricular goals and objectives is explained.
Graduation Semester
1985
Type of Resource
text
Permalink
http://hdl.handle.net/2142/69028

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education