The value of self-test items in tape--slide instruction.

Abstract

Two tape-slide sequences in general pathology were used in an experiment to assess the value of self-test items and to determine whether it is better to intersperse the self-test items in the programme or place them all at the end of the sequence. The programmes were presented to a random sample of thirty-six students from a class of 149 in one of three forms: version 1, tape-slide programme without self-test items; version 2, tape-slide programme with self-test items interspersed between sections of the sequence; and version 3, tape-slide programme with all self-test items at the end of the sequence. Each student worked a pre-test before studying versions 1, 2 or 3 of a programme. A week later they worked through the post-test which was identical to the pre-test. At the same time they filled in a short attitude questionnaire on the teaching method. All students learned from the programmes. There was improvement in the post-test on the mean pre-test scores for all versions of both programmes. For one programme there was no significant difference between the mean post-test scores for students studying versions 1, 2 or 3, but for the other programme there was a significant difference between the versions. In this case the inclusion of self-test items was better for learning than no self-test items, and it was better if the self-test items were placed at the end of the sequence. A highly favourable attitude to the method is reported.