Instructional Options and Encouragement Effects in a Microcomputer-Delivered Concept Lesson

Abstract

Thirty-seven sixth graders were assigned to one of two computer-based treatments to learn about the propaganda coordinate concepts of bandwagon, transfer, testimonial, and repetition. In both treatments, students were allowed to choose to see additional instruction in the form of paraphrased definitions, additional expository and practice instances, and analytical feedback. In one treatment, general statements of encouragement to select options were included. In the second treatment, no such encouragement was included. Scores on the Otis-Lennon Mental Ability Test and the Internal Achievement Rating Survey were collected for all students. Students who were shown encouragement statements did elect to see more options than did those without encouragement statements. No differences were found on the posttest scores for the two groups. Consistent with findings from earlier studies, students who chose to see one type of option also chose to see other types.

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