Students IDENTIFIERS Research Reports

This study involved the use of an auto-tutorial system (plant taxonomy module) and its effect on cognitive learning. Student performance was investigated and compared for two groups, one of which received immediate reinforcement and feedback while the other group did not. Two biology teachers, from a group of 14, were randomly selected to participate in the study. Two groups of 24 students were randomly chosen from two lists of 150 students in the classes of these teachers. The first 24 students were the control group. Pre- and posttests containing 25 multiple choice responses were used to measure student performance. Data were analyzed using a multiple linear regression program. The investigators found (1) the I.Q. (obtained from data on the California Test of Mental Maturity in school records) of the students produced a significant difference in cognitive gains in both systems, and (2) the system employing immediate reinforcement and feedback produced significant and greater gains in cognitive learning than did the system without immediate reinforcement and feedback. (Authors/PEB) An Anal sis of Reinforcement and Feedback within an Auto-Tutorial Plant Taxono Module