The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method,
","abstract_html":"<p>The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method,</p>","abstract_has_math":false,"creators":["Baker, Charles Raymond"],"institution":null,"degree_name":"Master of Arts (M.A.)","degree_level":"Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Jay W. Reeve"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1967,"date_issued":"1967-01-01T08:00:00Z","date_published":"1967-01-01T08:00:00Z","updated_at":"2026-07-24T05:37:34Z","subjects":["Programmed instruction","Learning","Psychology of","Education"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/NKC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/1636","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jay W. Reeve"]},{"key":"dc:creator","label":"Author","values":["Baker, Charles Raymond"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:51:37Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (M.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Programmed instruction","Learning","Psychology of","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/NKC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarlycommons.pacific.edu/uop_etds/1636"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method,
"]},{"key":"dc:source","label":"Dc Source","values":["75"]},{"key":"dc:title","label":"Title","values":["The influence of response mode on learning from a programmed text"]}]}],"canonical_facts":{"dc:contributor":["Jay W. Reeve"],"dc:creator":["Baker, Charles Raymond"],"dc:date.available":["2018-06-29T08:51:37Z"],"dc:description.abstract":["The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method,
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