Enhancing graph production skills via programmed instruction: An experimental analysis of the effect of guided-practice on data-based graph production
A computer-based graphing simulator used tutorial modules to teach 61 undergraduate college students how to create cumulative graphs from sets of data. One group was required to complete the steps of constructing an appropriate graph within a computer-provided graphical workspace, while the other group did not have graphic construction requirements during the tutorial, but could optionally construct the graph within the workspace. Following the tutorial instruction, each student was given three blank sheets of graph paper, a pencil, two sets of data, and the requirement of physically constructing graphs based on the given data. Students who were required to actively complete graph construction steps during their tutorial subsequently produced graphs from the new data that were significantly better than those students who had the option of practicing in the workspace. Results suggest that the presence of response contingencies within the graphical workspace increases subsequent graph construction performance. The efficiencies possible with electronic instruction are discussed.
graphing programmed instruction simulation computer-based instruction