A Proposal for the Development of an Indigenous Health and Family Planning Training System for Village Health Workers in India
Item
- Title
-
A Proposal for the Development of an
Indigenous Health and Family Planning Training System
for Village Health Workers
in India - extracted text
-
i
I
CHRISTIAN MEDICAL COLLEGE
VELLORE, INDIA
■f-
.if
A Proposal for the Development of an
Indigenous Health and Family Planning Training System
for Village Health Workers
in India
i
-I
May 1979
■-
PURPOSE
The purpose of this protocol is to:
1- State the problem, objectives, procedure, design and evaluation analysis
methods for developing a village-level Health Education Training System in
India.
2- Describe the process whereby pilot projects in programmed learning already
underway will activate broad scale programs for training community-based
health workers in India.
This project will utilize U.S. Agency for International Development, Inter
national Committee for Applied Research in Population, and Church World Ser
vice supported studies which prepared and tested pilot materials and identified
factors affecting learning among community health workers using programmed
learning materials in six (6) Asian training programs. Through village level
applications, and careful analyses of their effectiveness, these simplified
indigenously-prepared materials will be continuously improved in contemplation
of large scale reproduction (hundreds of thousands) and utilization by para
professionals and sub-professionals at the village level. The effectiveness
criterion for this health education project is demonstrated know-how of
trainees in their local environment.
SYSTEM
s a i E N C E S.
I N C.
--- .-
INTRODUCTION
Continuing education in health programs requires the periodic upgrading
of skills.
The need is even more apparent among widely-dispersed health
workers.
This project seeks to build on the response of health workers in
South Asia and specifically in India to the use of self-instructional mater
ials among rural health workers in need of in-service training which has been
conducted by Dr. Charles Ausherman in pilot projects in India, the Philippines,
Taiwan, Bangladesh and in Calcutta-Bombay-New Delhi, India, and Sri Lanka.
.________ 4
.V________________________________ _
Particular
emphasis
was given in those studies to those who for various
reasons, such as expense and inconvenience of travel to training centers can
not return to formal classroom settings to receive additional educational
training.
It is suggested that this problem relates to a wide variety of
related workers, nationwide, who seek to upgrade their skills as new knowledge
in their respective field expands exponentially.
A specific concern of these
studies was the relationship of learner attitudes on curriculum content and
w format to learning achievement.
The focus of this research increasingly
became centered on the application of indigenous self-instructional training
systems for village level health workers.
RELATED RESEARCH
To meet in-service training needs, self-instructional approaches have
been utilized in a wide variety of settings.
It has been asserted that self
instruction is just as effective as traditional teaching.
Self-instructional
teaching in certain situations has been shown to be both effective and effici
ent by several users and researchers.
Xerox Basic Systems, Inc. estimates
that programmed instruction can reduce learning time by 30% to 50%.
The
University of Florida School of Medicine documents a 50% reduction in acqui
sition time and no reduction in retention using self-instruction.*
*Stevens, C. B., Enzor, M., Phillips, T., Small, P. A., "An Evaluation of Self
Instructional Package on Amino Acid Chemistry," Journal of Medical Education,
^8:276-279, 1973.
SYSTEM
S C I E N C E S.
I
N C.
Some researchers have measured the effectiveness of initial uses of self
instruction in the population field.
Mullins and Perkin found that among
Nurses in Thailand engaged in programmed learning about contraceptive tech
nology, scores for units on the Loop showed an average of 36% comprehension on
the pretest and 80% on the post-test while midwives scored 20% of the pre-test
and 70% on the post-test.
In a unit on oral pills, the nurses improved from
37% on the pre-test to 85% on the post-test and midwives from 17% on the pre
test to 81% on the post-test.*
Until recently programmed instruction in the Philippines has primarily
been for remedial purposes and generally limited to undergraduate courses at
the college level.
There was skepticism among some educators concerning (1)
the adaptability of self-instructional materials to biomedical topics and (2)
the acceptability of self-instructional materials by professsional and para
subprofessionals.
Some questioned the acceptability of self-instruction
in a group-oriented culture.
A nationwide study on the use of programmed
learning in the health sciences conducted in the Philippines by the Population
Center Foundation and the University of North Carolina revealed that programmed
learning can save up to 50% in learning time and costs with almost all subjects
preferring this method of training.
The purpose of this project is to apply the findings of research in six
A-sAan studies which tested the relative effectiveness and efficiency of self
instruction in village^level worker training programs in Asia.
Three findings
have been identified as specifically beneficial for large-scale training pro
grams for village-level health workers in India.
(1)
Indigenously produced self-instructional materials enable novices
in a particular content area to become masters of that specific con
tent area in a variety of settings (for example, rural settings as
compared with those learners working in urban settings).
(2)
Self—instructional learning modules cut time and costs of training
programs by over 50% among rural health workers.
(3)
Village health workers consistently state a preference for indige
nously produced self-instruction materials over previously used
training programs using lectures as the sole or dominant method of
training.
^Mullins, C. and Perkin, G.W., "The
The Use of Programmed Instruction in Family
Planning Training Programs: A Preliminary Report," Studies in Family Planning,
The Population Council, 1969).
SYSTEM
S C I E N C El S.
I n c.
-2-
OTHER RESEARCH FINDINGS
1.
2.
Programmed lei
modules increased the level of information among
novices such f
i.hey can perform at a satisfactory level on a knowledge
recall test in
’.ven subject area.
There was no
sj
' Lficant difference in total achievement scores between
learners from rural and urban areas.
3.
There was no significant difference between learners with positive and
negative attidues on learning content.
4.
There was no significant difference between learners with positive and
negative attitudes on programmed learning format.
5.
There was no significant difference in total achievement scores between
groups, i.e. professionals and para-professionals in specific health
content areas.
RESEARCH DESIGN
The logistics of training large numbers of persons through training
sessions is a formidable problem anywhere, particularly for health worker
trainees.
Hence, knowing what can be expected for indigenously produced self-
instructional materials is of crucial importance.
It was necessary to con
sider as separate those personnel who could be relatively easily reached by
training sessions and may perform differently than persons who could not be
reached readily by training sessions.
The study population was provided by actual training programs from
government and several private organizations in each country,
It was, of
course, recognized that this training was likely to provide samples that are
less than completely r
^sentative of all health workers working in Asia,
practice, however, th
lining was inclusive of all rural health workers who
could be reasonably ,
d by any form of training program.
of the test groups wc
•signed in a manner which assured equality on such
variables as educati
.^graphic location of practice, prior training, and
number of years of c
Lice.*
*The selection critc
Ministry of Health
worker candidates
those eligible for training was established by the
etically our sample was representative of all health
ning in a typical training program.
S Y S
i
In
Subjects in each
Thus, the possible effects of these variables
-3SCI E N C E S.
!
N
c.
were controlled and verified through use of analysis of covariance procedures.
The total sample size in each country was 200.
The testing site for those groups receiving self-instruction in a train
ing setting was under the auspices of local or regional organizations involved
with training of rural health workers.
It is to be noted that some of these organizations did not have their own
training facilities, and it was necessary to utilize a variety of different
training settings as expedients.
Only organizations which were approved as
training sites by the national government were contacted and requested to
participate in these studies.
SYSTEM
-4S C I E N C E S.
I N c.
*
DETAILED WORK PLAN ON IMPLEMENTATION OF HEALTH EDUCATION
AND LOCALIZED TRAINING SYSTEMS (HEALTS)
Instrument Construction
A needs assessment of the learners will be conducted and carefully
analyzed, in order to define clearly the specific needs of the home area(s) of
the class.
Objectives for each needs-responsive self-instructional package
will be drawn from the assessment.
Each package (module) will be designed by
professionals in collaboration with the educational programmers to assure and
to test learning gains and effectiveness of the materials in relationship to
the objectives of each self-instructional module.
The self-instructional
packages and- testing instruments will be pre-tested to check for validity.
Necessary changes will be made prior to reproduction of the modules.
(The
previously referenced pilot work has yielded extensive products/experience.
Sample instruments and sample modules are available from System Sciences, Inc.)
Test instruments will be constructed with the assistance of faculty who
are experienced trainers in the fields of sanitation, nutrition, communicable
diseases, and minor medical care, and other health education subjects.*
Following a judgemental approach to content validity, the faculty and the
investigator will measure specific outcomes of instruction as defined by
instructional objectives.
These objectives will be measured against criterion
tasks performed by operational staff in health programs.
will be conducted.
test.
An item analysis
Test instruments will be tested for reliability in a field
Pre-test and post-tests will be administered by designated staff trained
for this project.
Evaluation Data Analysis
The analysis can be more easily grasped with reference to Table 1 which
summarizes in a schematic way the kinds of data collection envisioned.
The
methodology for analysis of data will be analysis of variance, correlation
analysis, or where appropriate, non-parametric equivalents.
*The subject area content of the modules is described in the World Health
Organization’s Primary Health Worker Working Guide, WHO, 1977, Geneva,
Switzerland.
-5S Y S T E M
S C I E N C E S.
I N C.
Essentially, the evaluation design devolves itself into a test of effec
tiveness of the modules with rural health workers having secondary school
education and of the modules with rural health workers having primary school
education.
It will also be possible to examine the effectiveness of self
administered self-instruction as enrichment for existing training programs
among those for whom training sessions are feasible.
Evaluation Method
The minimum number of subjects to be used in this evaluation will consist
of approximately 200 trainees.
THE FOLLOWING EVALUATION GUIDE-OUTLINE AND INSTRUCTIONS WILL BE ADAPTED
TO EACH LOCAL PROJECT SITUATION.
THIS MATERIAL, PAGES 8-56, IS OFFERED AS AN
EXAMPLE OF ONE SPECIFIC NATIONAL EVALUATION AND MAY BE TOO EXTENSIVE FOR A
STATE-WIDE PROGRAM OR ANOTHER LOCALE.
A TYPICAL PROVINCE-WIDE PROGRAM WILL
UTILIZE CAREFULLY SELECTED VARIABLES WHICH ARE REPRESENTED IN THIS EVALUATION
GUIDE.
-6-
SYSTEM
S C I e: n C E S.
I
N
C.
IJ
c
PREMISES CONCERNING THIS EVALUATION
It is anticipated that this evaluation will find that:
1.
Locale of practice makes no significant difference to knowledge ac
quisition.
2.
Difference in attitudes will not be due to locale or educational
level.
3.
Scores will be related to interest, length, understanding, appli
cability (of content) and characteristics of programmed learning.
TABLE I
Rural
Urban
50
50
S.I.
ESTIMATED
DISTRIBUTION
OF SUBJECTS
Primary
Total
Total
(01 X o2)
S.I.
50
50
Secondary
Total
Total
N= 100 (4 X 50 = 200)
Estimated distribution at
test sites
Test Sites:
A
= 100 (Location 1.)
B
c 100 (Location 2.)
Total N
= 200
-7-
IJ
o
INSTRUCTIONS FOR TRAINERS
How to Administer the Module
STEP 1.
Before you distribute a module, read Card A.
STEP 2.
Distribute the envelopes with the modules and tell them to bring the
module
out but
- -------- not
-J to
open them until you give the signal.
STEP 3.
When everybody has the module in front of them, say n”0.K., you can
begin. When you have finished reading the module, submit them to me. H
STEP 4.
Record starting time.
STEP 5.
Record time upon submission.
Card A
Pre-Test
This is a programmed instruction module on J
(TITLE)
|
*
(Get one and show it to the trainees.) This module is self-instructional.
material. This material on
(TITLE)
has a review questionnaire. The
purpose of this questionnaire is to assess your learning needs. We wish to know
the level of your expertise. This will greatly help us in organizing a better
training program to upgrade your skills.
Further , your responses will give us an idea on how we can enhance
your
learning.
When you’re through answering the review questionnaire, go on to the next
page and continue reading. You must read every page of this material.
Follow what it tells you to do. Happy learning!
Card B
Post-Test
CONGRATULATIONS
You have just finished going through your modules.
Now we would like to evaluate the effectiveness of the modules, Again,
you will receive the same
•
set of review questionnaires. J'
May I remind you that
you are not the one being tested.. The modules are the ones being tested and
tried. We wish to know whether
---- these
--- e programmed instruction materials enhanced
your learning.
-8-
Ii
GENERAL INSTRUCTIONS FOR INTERVIEWING
Interviewing is the ’’pivotal point of the survey sequence.” It is the
phase when data for the study are gathered. The quality of data, validity and
reliability that is monitored during the field work phase will determine the
quality and validity of findings and the importance of the research undertaking.
It is for this reason that general instructions for interviewing based on the
three cardinal rules, i.e., asking questions exactly as they are worded, fol
lowing the sequence of the questions, and asking every applicable question on
the schedule should be followed:
1.
Be sure to establish rapport as soon as you enter a dwelling unit. The
success of the interview and the reliability of the data depend to a large
extent on the quality of rapport established the moment you knock at the
door of your prospective respondent. Always try to affect a friendly
face.
2.
Be thoroughly familiar with the research instrument to avoid interviewing
errors and on-the-spot embarrassment. Familiarity with how the questions
are worded means ability to ask questions in a conversational manner.
3.
Try to preserve a balance between stiff, formal questioning and gabfest.
The earlier entails reading off questions and methodologically checking
answers, while the latter involves time waste due to long, irrelevant
responses.
4.
Ask stimulus questions exactly as they are worded. Be absolutely neutral
in asking them. Do not elaborate, neither do you suggest an answer or
give analogies or examples. It takes very little to encourage a respondent
to answer you the way he thinks will please you.
5.
Be on the look out for underscored words in the interview schedule,
need to be emphasized.
6.
Do not leave an applicable question unanswered. Proceed to the next only
when the respondent gives you an adequate answer.
7.
Guard against respondent talkativeness,
interview.
8.
Off-tangent responses may lengthen the time of interview. T**
Wherever possible.
keep R on the track without necessarily cutting him off abruptly.
9.
Do not accept a DK or NA answer unless 100 percent certain,
stems from a number of things:
They
This is not a measure of a good
The DK answer
a.
The respondent may not understand the question asked of him.
b.
The respondent, while thinking over the question, says DK to fill in
the silence.
c.
The respondent may be trying to evade the issue either because he
feels it as too personal, he fears a wrong answer, or he feels he is
uninformed.
-9-
IJ
d.
The respondent may not really know the subject asked. It is the
interviewer’s responsibility to make sure that such is the case.
If the respondent does not want to commit himself, the interviewer should
assure him that there are no right or wrong answers and that all answers
are confidential.
10.
Never give your opinion even when asked to.
11.
Try to never interview in the presence of an audience, This could affect
the privacy of the interview and lead to data contamination, It may be
necessary to resort to techniques such as diverting and side-tracking the
outsider, satisfying his curiosity, or getting your respondent to dismiss
him.
12.
Never interview when you feel very tired,
cause ’’leading temptations.’’
13.
Go over the protocol at the end of each interview to ensure that all
applicable questions had been asked.
-10-
Resultant impatience might
ii
FIELD EDITING
Pointers in interviewer editing:
1.
All questions must be accounted for, Each item must be answered even if
answers are of the NAP, NA, or DK sort.
NAP-not applicable. The question need not be asked.
NA—no answer, The question may have been asked but responses appear
irrelevant.
DK—don’t know.
Skip particular
2.
Check skip questions. Follow instructions carefully,
questions when asked to do so.
3.
For open-ended questions like questions on attitudes, opinions, judgment,
and the like, probe for responses that fall under generalizations.
4.
As much as possible, take time to go over your interview schedule at the
end of each interview session to check that all pertinent questions have
been asked and answered. A return call may prove difficult if not im
possible, not to mention the bias which may set in.
5.
Edit each interview schedule immediately,
easier.
6.
Avoid erasures. If at all possible, just cross out faulty responses and
enter responses on the margin or somewhere in the page.
7.
Always aim for accurate, unbiased, valid responses,
cially on attitude questions.
In this way, recall will be
Avoid recalls espe-
Pointers in team leader editing:
1.
Check that all pertinent questions have answer, be they symbols or notes.
2.
Check skip questions.
3.
Watch out for irrelevant responses.
Callbacks may be needed.
4.
Look out for open-ended questions.
All such questions require probing.
5.
If there occurs a pattern of same responses or more than the expected
number of DKs and NAs, check on the interviewer’s personality. Unless
explained otherwise, the interviewer factor may prove harmful to the data.
A persistent DK or NA response could mean no probing was exerted by the
interviewer. The challenge is to get a reaction.
6.
Make comments in pencil on questions that need to be done again due to
incomplete answers, lack of sufficient probing, or inconsistency with
related questions. Do not erase.
They should be marked NAP.
-11-
i J
7.
Write all numbers that need to be done again on top of the first page of the
interview schedule so that the interviewer can locate them.
8.
Re-edit and cross out numbers one by one after answers are corrected.
9.
If answers are still unsatisfactory, repeat procedure without erasing.
10.
Make sure identification codes are written legibly and correctly on the
right hand corner of each page of the interview schedule.
11.
Initial last page of the interview schedule only after all corrections have
been made.
SPOTCHECKING
Pointers in team leader spotchecking:
1.
Randomly select a schedule accomplished by each interviewer.
2.
Choose five objective questions for each schedule.
(Keep them confidential.)
3.
Go back to the person interviewed and ask these five questions,
write down the answers so there will be basis for comparison.
4.
Compare the answers you got with the responses in the completed interview
schedule.
5.
If these answers are not the same, find out why!
-12-
Be sure to
Ii
A Study of Programmed Learning for Continuing Education
An Interview Guide
Background
This project is testing the feasibility of using self-instruction for
the training of rural level health educators.
As a means of upgrading
knowledge, attitudes, and skills, providing for uniformity of training and
reducing training costs.
It involves two phases, namely:
the development
and production of prototype self-instructional training units and the
evaluation of self-instructional modules on such subjects as:
family planning,
ecommunicable diseases and sanitation.
The Evaluation Study
This project of programmed learning for continuing education in village
health is the second phase of the pilot self-instruction project.
A.
B.
Objectives
1.
To explore the effect of programmed learning among groups in a
formal learning situation and among groups in a nonformal
learning situation.
2.
To explore the influence of demographic and attitudinal vari
ables on the learning effect of the programmed learning modules.
3.
To explore the influence of the self-concept variable on the
learning ability of the rural health workers in the use of
programmed learning materials.
Operational Definitions
1.
Self-instruction, programmed instruction, programmed learning
(these t ms can be used interchangeably). This is instruc
tional material which utilizes the techniques of programmed
instruction.
-13-
2.
Programmed instruction. This is an instructional method which
is learner-centered. This method programs the learning of the
learner. It consists of a series of learning steps referred to
as frames. A frame is a unit of a program that requires a
response of the learner. The learner interacts with the pro
grammed instructional material. The material, in turn, conThis
tains a built-in feedback of the learner’s responses,
maximizes the probability of success in learning.
3.
In this study, this refers to the
Formal learning situation.
inservice training program of the Ministry of Health.
Nonformal learning situation. Tliis refers to the area of work
of the rural health worker trainees who are not in a training
program.
C.
5.
Primary school level trainees are those who have attended
primary school but have not graduated from secondary school.
6.
Trainers. These are training-officers who are most actively
involved in supervising the training of the trainees during the
training course.
7.
Trainees.
8.
Training personnel. The supervising health personnel who are
most involved in training the trainees.
9.
Secondary school rural health workers are those trainees who
have attended secondary schools (and have graduate from primary
schools).
10.
Training program. This refers to the training courses offered by
the Ministry of Health.
Rural health workers in this training program study.
Methodology
1.
Sample Size. Total N-200
- 100 Site 1.
- 100 Site 2.
2.
Procedure
Treatment
This project follows up the pilot study of the West Bengal State
Government which investigated the effectiveness of self-instructional
training materials in baby weighing, sanitation and communicable
diseases, for rural health workers at the village level.
Modules produced for this project by health and medical educators
will be administered by trainers according to specified guidelines
which are found in this document.
Interviews will be taken after
the subjects complete the last p^sttest by trained personnel accord
ing to guidelines attached. The questionnaire includes demographic
and attitudinal data.
-14-
Ii
Time Table
The demographic and attitudinal data collection should be:
Inclusive dates
Site
No. of types of respondents
1.
2.
- 100
100
The above schedule includes the training of interviewers.
Interview Schedule
Language
The schedule for the trainees should be translated into local dialects.
A.
The Trainee’s Interview Schedule
Block One
Interview Situation
Enter the necessary data. For the clinic code under question 5 the
respondents ’ codes of their home base clinics (place of work assign
ment). All will have been assigned codes.
ps. 12 and 13 cover interview attempts made, This refer to the
effort to contact the respondent and to interview him/her. This does
not include appointment visits with the respondents.
Block Two - Demographic Data
This block identifies the respondent in terms of age, civil status,
religion, education, and similar other demographic characteristics.
Q. 21 deals with R’s propensity to attend religious services, Re
ligious services here does not include attendance to baptism, cou
firmation, wedding, and other such religious rites.
Q. 23b - Do not fail to ask this question just because R has already
obtained a degree as shown in his/her answers to Q.23a. An earlier
overall assessment of the respondents demographic characteristics
shows that some of them still go to school.
Block Three - Training
This block looks into the background training of the respondents.
The results can serve as a possible explanation for certain attitudes
they have aside from being able to check on the adequacy of their
training form implementing the program. Respondents’ attitude for
their training certainly affect their attitudes toward the methods
used during the training, one of which is the use of self—instructional
materials.
Q. 27 - Show Card One
-15-
I j
Block Five - World Outlook
This block is intended to tap the worldliness of the respondents by
asking their cosmopoliteness (exposure to the urban setting) and
their exposure to mass media. It seeks to determine any difference
between rural and urban learners particularly in the use of programmed
instruction.
Block Seven - Attitude Toward Subject
This block assesses the respondents’ interest, motivation, and en
couragement levels. From this, we will be able to find whether or
not there is a significant difference between learners with positive
and negative attitudes on content and programmed learning format.
Qs. 37 and 38 - Show Card Two to R.
Block Eight - Attitude Toward Modules
This block asks a great deal about the modules used by the trainee
respondents during their training. ’ Their activities toward the
modules affect their total achievement scores.
Q. 42 a - Show Card Three.
Q. 42 c - Read Categories
Block Nine - Application of New Knowledge
Q. 43 a - Show Card Three
Block Ten - Interview Evaluation
This block contains your reactions to the interview situation and
your impressions of your respondent.
B.
The Trainer’s Interview Schedule
Block 1 ~ Interview Situation
Follow instructions under Block 1 of Trainees’ schedule.
Block 2 - Demographic Data
Follow instruction under Block 2 of Trainees’ schedule.
Block 3 - Training
Follow instructions under Block 3 of Trainees’ schedule.
Block 5 - Attitude Toward Programmed Instruction
Q. 30 - Ask to accomplish pages 10 - 11.
“16-
Give card two to R.
Ii
Block 6 - Attitude Toward Modules
Q. 31 - Note instructions in the interview schedule.
Q. 31 f - Ask R to accomplish page 14.
after he/she has answered all items.
Get back the questionnaire
Q. 32 - Show the modules one by one. Let R refer to the pages and/or
frame which he/she thinks contain irrelevant material.
Q. 34 c and d - Show Card Three.
Q. 36 - Show Card Four.
Block 7 - Training Center Evaluation
Q. 37 - Ask R to accomplish the checklist.
Block 8 - Interview Schedule
Follow instructions under Block 10 of Trainers’ schedule.
-17-
Answer Cards
CARD ONE
1.
Very insufficient
2.
Insufficient
3.
Sufficient
4.
Very sufficient
CARD TWO
1.
Strongly disagree
2.
Disagree
3.
Agree
4.
Strongly agree
CARD THREE
1.
Not at all useful
2.
Not useful
3.
Useful
4.
Very useful
CARD FOUR
1.
Not at all satisfied
2.
Somewhat satisfied
3.
Satisfied
4.
Very much satisfied
-18-
WORK PLAN AND TIMETABLE
I
Stage One
(Six Months)
HEALTH EDUCATION AND LOCALIZED TRAINING SYSTEMS
Programmed Learning Training Project
Activities
(See separate Agenda)
Time
Key Manpower Direction
1.
Pre-Workshop Planning Initial Activity
3 months
Full Staff
2.
Workshop
3 days
Full Staff
3.
Revision
11 days
Project Associate
Consultants
a) revising and reviewing of pre-tested
SI materials
b) pre-testing revised SI materials
d) final revision
d) final editing
e) typing final copies
Project Assistant
Project Associate
Editor
Clerk-Typist
i
f—*
KO
I
4.
5.
Printing
21 days
a) typesetting, proof reading, typing
b) -paste-up, insert proof corrections
c) camera work, blue print, printing,
binding
(not needed if
mimeographed)
Editor
Typesetter
Typist
Artist
Distribution and utilization
a) deliver to treatment groups
b) use of PI modules
6.
Evaluation and revision
a) QN construction (including pre-testing
revision)
b) contract evaluation
b.l. training interviewers
b.2. data gathering
b.3. data processing
c) data analysis and writing of quarterly reports
Project Associate
Project Assistant
Programmer
Coders
Clerk-typist Secretary
Stage Two
(First Six Months After Workshop)
HEALTH EDUCATION AND LOCALIZED TRAINING SYSTEMS
Work Plan for Programmed Instruction Training Project
d)
e)
f)
s)
h)
i)
J)
i
O
I
k)
1)
m)
n)
7.
Revise Module &
Revise Questionnaire
Site Orientation
listing - Sampling
Pretest 4 Modules &
Questionnaires
Revise Module &
Questionnaire
Printing Module &
Questionnaire
Training Supervisor
1st month
2nd month
3rd month 4th month
xxxx
xxxx
xxxx
Recruit & Train
Interviewers
Administration of
the 4 Modules
Interviewing &
Data Gathering
Data Processing )
) edit:
)
Data Analysis
) coding:
Preparation of Final Draft
Annual Report
a) Planning for a
2-3 Year Larger Project
b) One-Day Conference to
Disseminate Results of
Pilot Project
xxxx
xxxx
5th month
6th month
xxxx
xxxx
xxxx
xxxx
xxxx
xxxx
xxxx
xxxx
xxxx
xxxx
xxx
XX
XX
xxx
X
XX
x
XX
X
xx
X
X
x
x
Repeat first stage for new content areas.
NOTE:
Each nx” indicates one calendar week.
I i
Suggested
LIST OF TABLES FOR EVALUATION REPORT
Table
1.
Respondents According to Organization
2.
Subjects According to Locale of Work and Type of Professions.
3.
Geographic Distribution of Subjects According to Region and
Training Center ....................... ••
4.
Subjects According to Training Area, Professional Type, Place of
Work (Rural or Urban)
5.
Age at Last Birthday of Trainees
6.
Length of Service of Trainees
7.
Distribution of Ethnolinguistic Groups
8.
Frequencies of Learning Gain on Module #1
9.
Frequencies of Learning Gain on Module #2
10.
Frequencies of Learning Gain on Module #3
Module #4
...........
11.
Pretest and Post test Mean Scores for Ed. level A and Ed. level B. on
Module #1
.............................
12.
Pretest and Post test Mean Scores for Ed. Level A and Ed. Level B. on
Module #2
13.
Pretest and Post test Mean Scores for Ed. Level A and Ed. Level B. on
Module #3
14.
Frequencies of Total Learning Gain:
15.
Pre- and Post-test Mean Scores for Ed. Level A and Ed. Level B. on
Modules #1, 2, 3, 4
16.
Scattergram of Total Learning Gain (down) and Total Time to Complete
Modules in Minutes (across) .
...................
17.
Analysis of Variance of Module Scores by Total Learning Gain
18.
Analysis of Variance of Total Learning Gain by Location of Work
19.
Analysis of Variance of Total Self-Concept Scores by Location of
Work
•••••• ...................
-21-
Total of all Modules
20.
Scattergram of Total Learning Gain on Module (down) by Total Reaction
Score to Module Content (across) .
21.
Analysis of Variance of Module Scores by Total Learning Gain on
22.
Analysis of Variance of Agreement with Contents of Module by Total
Learning Gain on Module
................... . . . .
23.
Scattergram of Module Learning Gain (down) by Total Reaction Score to
Modules Content (across)
. .............
24.
Scattergram of Module Learning Gain (down) by Total Reaction to Module
Content (across)
25.
Analysis of Variance of Reaction to Modules, Length by Learning Gain . .
26.
Analysis of Variance of Reaction to Modules, Readibility of Learning
Gain
...................
27.
Analysis of Variance of Reaction to Modules, Clarity of Learning
Gain....................................’
,
28.
Analysis of Variance of Reaction to Modules, Length by Learning Gain . .
29.
Analysis of Variance of Reaction to Modules, Readibility by Learning
Gain
.................. .
30.
Analysis of Variance of Reaction to Modules, Clarity by Learning Gain. .
31.
Analysis of Variance of Reaction to Module, Interest by Learning Gain. .
32.
Analysis of Variance of Reaction to Module, Length by Learning Gain. .
33.
Analysis of Variance of Reaction to Module, Readibility by Learning
Gain
34.
Analysis of Variance of Reaction to Module, Clarity, by Learning Gain. . .
35.
Analysis of Variance of Attitudes Regarding Future Usefulness of Learning
Modules by Total Learning Gain on All Modules
36.
Analysis of Variance of How Useful the Module Would be to the Respondent
in the Future by Total Learning Gain on All Modules
37.
Analysis of Variance of Total Learning Gain by Classification of
Respondent
d,...........................
38.
Analysis of Variance of Total Learning Gain on All Modules by All
Groups
.
39.
Scattergram of Total Learning Gain on All Modules (down) by Total
Combined Scores on All Self-Concept Measures (across)
-22-
Table I.
Years of Education /
I
to
w
/
Rural
/
Urban
Distribution of subjects ( 0^ X 02 )
I
n
Table 2.
Distribution at Test Sites
Test Site
1.
2.
3.
4.
1.
2.
i
to
I
3.
4.
Years of Education A. / Years of Education B. /
Total
Table 3.
Test Site
Locational 1
Urban/Rural
2
3
5
Location 2.
Urban/Rural
Tears of Ed. A.
Years of Ed. B.
Distribution of Subjects According to Years of Education
i
Ui
I
and Locale of Work.
1
2
3
4
Table 4.
Age
Percent
Number of Respondents
100%
200
20-24
25-29
30-34
35-39
40-44
45-50
i
I
Total
Subjects According to Age
4
Table 5.
Group
Indonesian
Balinese
Makassar
i
to
I
Subjects According to Ethnolinguistic Groups
Ethnolinguistic Group
Table 6.
Frequencies of Learning Gain
Test item improvement
i
NJ
OO
I
(1 table for each Module)
Frequenct
Percent
Table 7.
Years of Ed A.
66
Pre test (score X)
Post test
(X Score)
Number of Correct test items
i
VO
I
Pre and Post Test Mean Scores in each Module.
Years of Ed. B.
Table 8.
Test items improvement
i
O
I
Frequency
Percent
IJ
(HEALTS)
The Development of Indigenous Health Training
Systems for Village Workers
Interview Schedule for Trainee Respondents
R#___
Page 1
BLOCK 1
INTERVIEW
SITUATION
1* .Respondent type:
2.
1 Primary School graduate
2 Secondary
3 Other
Respondent/s name:
Family Name
Given
3» - B/ s address (residential):
Town
Town/City
Province
4.
Institutional affiliation:
1 Ministry of Health
2 Other
3 Government hospital/clinic
4 Private hospital/clinic
5 (Specify)
_____
5. .Clin i c /o ffj c e address:
Town
Town/City
Province
Region
Clinic code;
6. R* s posi tion/designation
7.
Length of service in present position:
PLEASE NOTE THIS QUESTIONNAIRE IS NOT TO BE USED IN ITS ENTIRETY
BUT IS TO GUIDE THE PROJECT DIRECTOR CONCERNING TYPES OF DATA
WHICH MAY BE USEFUL IN THE EVALUATION.
-31-
11
HEALTS
R#___
Page 2
Interview Schedule for Trainee Respondents
8.
Interviewer:
9.
pate of jnterv1ew:
10.
Place of interview:
11.
Lanp;uage(s) of interview:
12.
Number of interview attempts made:
13.
Reason for each attempt:
BLOCK 2
DEMOGRAPHIC DATA
U.
Date of birth:
When were you born?
DERIVE:
15.
Age in years
Place of birth:
Where were you born?
Town
16.
FILL IN ALL THAT APPLY.
District
City
Civil status:
What is your civil status?
1.
2.
3.
4.
single
married
widowed
separated
-32-
CROSS OUT NAP CATEGORIES
Province
iJ
HEALTS
R#___
Page 3
Interview Schedule for Trainee Respondents
17.
N umber of chiId re n:
a.
(If single) when you have a family of your own, how many children
would you want?
Girl(s)
Boy(s)
Total
FOR MARRIED R’s ONLY
b.
When you married, how many children did you wish to have?
Boy (s)
Gi rl (s)
To tai
c.
How many pregnancies did you/your wife have?
(PROBE FOR LIVE BIRTHS & STILLBIRTHS)
d.
18.
How many living children do you have?
at marriage;
FOR MARRIED R’s ONLY
a.
How old were you when you got married?
FOR RESPONDENTS WHO WERE MARRIED MORE THAN ONCE, ASK:
Age at first marriage
Age at second marriage
Other (specify)
FOR SINGLE R’s ONLY:
b.
19.
If you decide to get married, at what age would you like to get mar
ried?
Length of marriage: FOR MARRIED R’s only.
RIAGE(S), ASK LENGTH OF EACH MARRIAGE.
IF R HAS HAD PREVIOUS MAR-
How long have you been married?
1st/
20.
Religion:
-33-
2nd/
3rd
I1EALTS
Y(0____
Page 4
Interview Schedule for Trainee Respondents
What is your religious affiliation?
1.
2.
3.
4.
5.
DO NOT READ CATEGORIES.
Hindu
Muslim
Buddist
Jain
Other (specify)
21. J^ropensity .to attend religious services:
Bow often do you attend religious services?
1.
2.
3.
4.
5.
6.
7.
8.
9.
22.
Never
Once a year
Once a month
Twice a month
Three times a mo’nth
Four times a month
Five or more times ;a month but less than daily
Daily
Other (specify) __
JEthnolinguistic grouping:
What language do you speak most of the time?
1.
2.
3.
4.
5.
23.
Hindu
Tamil
Bengal
English
Other (specify)
Educational attainment?
a.
What is your highest educational attainment?
experiences in addition to formal schooling.
-34- •
List all other training
I i
HEALTS
R#___
Page 5
Interview Schedule for Trainee Respondents
1.
2.
3.
4.
5.
6.
7.
8.
b.
Other (Specify)
Are you studying at present?
1. Yes
2. .No
c.
IF YES, ASK:
What are you taking up now?
d.
IF NO, ASK:
How long ago did you complete your last degree?
e.
Where and when did you obtain your highest education?
School/College/University
Municipality/City
Year Graduated
Block 3
TRAINING
24.
QB-GYN Training:
Please enumerate all in-service or other specialized training in OB-GYN.
PROBE FOR PLACE, DATE, AND TYPE OF TRAINING. ENTER IN TABULATED FORM.
-35-
i1
HEALTS
R#___
Page 6
Interview Schedule for Trainee Respondents
R1a c e/Institution
25.
Dates Inc1usive
Type of Training
Sponsoring Agency
Family planning training:
Where and when did you participate in a family planning training course?
What type of training did you receive?
ENTER RESPONSES IN TABLE BELOW:
Place/Institution
Dates Inclusive
Type of Training
a.
b.
c.
d.
e.
f.
g.
26.
Scope of FP training:
Were you formally trained for:
ENCIRCLE CATEGORIES WHICH BEAR AFFIRMATIVE RESPONSE.
-36-
Sponsoring Agency
ii
HEALTS
R#___
Page 7
Interview Schedule for Trainee Respondents
27.
perceived training sufficiency:
EXPLAIN TO THE RESPONDENT THAT ALL RESPONSES WILL BE TREATED IN THE
STRICTEST CONFIDENCE.
What do you think about the training methods or approaches used in
MENTION EACH TYPE OF TRAINING ENUMERATED IN 025, THEN ASK WHETHER EACH
ITEM IS VERY INSUFFICIENT, INSUFFICIENT, SUFFICIENT, OR VERY SUFFICIENT
AND WRITE CORRESPONDING CODE UNDER COLUMN TWO. SHOW CARD ONE.
Were they....
1.
2.
3.
4.
Very insufficient
Insufficient
Sufficient
Very sufficient
If insufficient, ask:
Why?
Write reasons under column three.
Col. 1
Formal training
(cf. Q. 25)
Col. 2
Perceived sufficiency
Col. 3
Reason for insufficiency
a.
b.
c.
d.
e.
f.
g.
28.
Motivation to attend last training;
a.
How willing were you when you took the course?
-37-
I j
HEAI/l’S
R#____
Page 8
Interview Schedule for Trainee Respondents
1.
2.
3.
4.
b.
Not at all willing
Not willing
•Willing
Very willing
Please explain your answer.
BLOCK *4
SELF-ESTEEM •
29.
Ask respondent to accomplish Block
-38-
ii
HEALTS
R#___
Page 9
Interview Schedule for Trainee Respondents
Below is a list of statements with which you may agree or disagree, Please
indicate on the blank beside the statement your opinion by writing down the
appropriate code of the categories shown in CARD TWO.
1. I feel that I’m a person of worth, at least on an equal plane with
others.
2. I feel that I have a number of good qualities.
3. All in all, I am inclined to feel that I am a failure.
4. I am able to do things as well as most other people.
5. I feel I do not have much to be proud of.
6. I take a positive attitude toward myself.
7. On the whole, I am satisfied with myself.
8. I wish I could have more respect for myself.
9. I certainly feel useless at times.
,10. At times, I think I am no good at all.
11. I can be comfortable with all varieties of people — from the highest
to the lowest.
,12. When I’m in a group, I usually don’t say much for fear of saying the
wrong thing.
.13• I don’t approve of spending time and energy in doing things for other
people.
14. Because of other people, I haven’t been able to achieve as much as I
should have.
-39-
11
HEALTS
R#_____
Page 10
Interview Schedule for Trainee Respondents
,15. I don’t approve of doing favors for people,
they’ll take advantage of you.
If you1re too agreeable,
16. I enjoy doing little favors for people even if I don’t know them
well.
17* I usually ignore the feelings of others when I’m accomplishing some
important end.
18. I’m very sensitive. People say things and I have a tendency to think •'
they’re criticizing me or insulting me in some way and later when I
think of it, they may not have meant anything like that at all.
19. I try to get people to do what I want them to do, in one way or
another.
20. I have a tendency to sidestep my problems.
21. I enjoy myself most when I’m alone, away from other people.
22. I don’t feel very normal, but I want to feel normal.
23. I feel neither above nor below the people I meet.
2^. I do not worry or condemn myself if other people pass judgment
against me.
25* When someone asks for advice about some personal problem, _I’m most
likely to say, ”It’s up to you to decide,” rather than tell him what
he should do.
26. I feel confident that I can do something about the problems that may
arise in the future.
-40-
I i
HEALTS
R#_____
Page 11
Interview Schedule for Trainee Respondents
27. I believe that people should get credit for their accomplishments,
but I very seldom come across work that deserves praise.
28. I’m not afraid of meeting new people. I feel that I’m a worthwhile
person and there’s no reason why they should dislike me.
29. There are very few times when I compliment people for their talents
or jobs they’ve done.
30. I look on most of the feelings and impulses I have toward people as
being quite natural and acceptable.
31. I would rather decide things when they come up than always try to
plan ahead.
32. I never have any trouble making up my mind about important decisions.
33. I have always felt that I have more will power than most people have.
34. I seem to be the kind of person that has more bad luck than good
luck.
35. There’s not much use for me to plan ahead because there’s usually
something that makes me change my plans.
36. I nearly always feel pretty sure of myself even when people disagree
with me.
-41-
u
JIEALTS
R#____
Page 12
Interview Schedule for Trainee Respondents
30.
QccupatIona1 sati s fa c t ion:
How satisfied are you with your Job as a FP worker?
Would you say you are not satisfied, satisfied, or very satisfied?
1.
2.
3.
Not satisfied
Satisfied
Very satisfied
BLOCK 5
WORLD
OUTLOOK
31.
Cosmopoliteness:
a. Is your home in an urban or rural setting?
1.
2.
b.
Is your work in an urban or rural setting?
1.
2.
c.
Rural area
Urban area
Rural area
Urban area
IF R LIVES AND WORKS IN AN URBAN AREA, ASK:
Do you go out to the villages to extend your services?
1.
2.
Yes
No
If no, ask:
d.
Why not?
IF R LIVES AND WORKS IN A RURAL AREA, ASK:
Do you move around to extend your services?
EXTENT OF AREA)
How often do you go to the city?
-42-
Where?
(PROBE FOR
ii
HEALTS
R#_____
Page 13
Interview Schedule for Trainee Respondents
1.
2.
3.
4.
5.
6.
7.
8.
9.
32.
Less than once a year
Once a year
More than once a year but less than once a month
Once a month
Twice a month
Three times a month
Four times a month
Five or more times a month but less than daily
Daily
Mass media exposure:
a.
How often do you read a:
1) Newspaper? DO NOT READ CATEGORIES.
3.
4.
5.
6.
7.
8.
9.
Less than once a year
Once a year
More than once a year but less than once a month
Once a month
Twice a month
Three times a month
Four times a month
Five or more times a month but less than daily
Daily
2)
Magazine?
1.
Less than once a year
Once a year
More than once a year but less than once a month
Once a month
Twice a month
Three times a month
Four times a month
Five or more times a month but less than daily
Daily
1.
2.
2.
3.
4.
5.
6.
7.
8.
9.
b.
DO NOT READ CATEGORIES.
How often do you obtain news or information from the:
1) Radio? DO NOT READ CATEGORIES.
!•
2.
3.
Less than once a year
Once a year
More than once a year but less than once a month
-43-
I i
HEALTS
R#_____
Page 14
Interview Schedule for Trainee Respondents
4.
5.
6.
7.
8.
9.
Once a month
Twice a jnonth
Three times a month
Four times a month
Five or more times a month but less than daily
Daily
2)
Television?
1.
2.
Less than once a year
Once a year
More than once a year but less than once a month
Once a month
Twice a month
Three times a month
Four times a month
Five or more times a month but less than daily
Daily
3.
4.
5.
6.
7.
8.
9.
DO NOT READ CATEGORIES.
BLOCK 6
ATTITUDE
TOWARD
FP
33.
.Utilization of FP methods:
a.
Are you/Is your spouse using any contraceptive method?
PROBE FOR CONTRACEPTIVE METHOD(S) PRESENTLY USED.
1.
2.
b.
What is it?
Yes
No
Why do yo prefer (mention contraceptive method used)
ods?
to other meth-
11
HEALTS
R#____
Page 15
Interview Schedule for Trainee Respondents
3^.
Attitude toward FP strategies:
FOR NURSES AND MIDWIVES ONLY
ASK RESPONDENT TO ACCOMPLISH PAGE 15
‘-45-
GIVE CARD TWO.
Ii
HEALTS
R#_____
Page 16
Interview Schedule for Trainee Respondents
Below is a list of statements with which you may agree or disagree, Please
indicate whether you strongly disagree, disagree, agree, or strongly agree in
each of these statements by writing down appropriate code of the categories
shown in CARD TWO.
1*
Nurses should be trained to prescribe pills to new acceptors.
2.
Nurses should be trained to insert IUDs.
o
Nurses should be trained to remove IUDs,
4.
Midwives should be trained to prescribe pills to new acceptors.
5.
Midwives should be trained to insert IUDs.
6.
Midwives should be trained to remove-IUDs,
.7-
Non Allopathic workers should be trained to prescribe pills to new
acceptors.
8.
Non Allopathic workers should be trained to insert IUDs.
9.
Non Allopathic workers should be trained to remove IUDs.
-46-
Ii
HEALTS
R#____
Page 17
Interview Schedule for Trainee Respondents
35.
Attitude toward role in FP:
a.
Do you think that extending FP services is a load on your regular
work?
1.
2.
b.
Yes
No
Please explain your answer.
BLOCK 7
ATTITUDE
TOWARD
SUBJECT
36.
Interest/motiyation/en.loyiDent level:
ASK RESPONDENT TO ACCOMPLISH PAGE 17,
-47*-
Ii
R#____
Page 18
HEALTS
Interview Schedule for Trainee Respondents
Please indicate how you reacted to the module as a whole in terms of your gen
eral interest and agreement toward the content of the module by encircling the
number that closely corresponds to your opinion.
1.
2.
3.
What can you say about the content of the module?
a.
Not substantial
1
2
3
4
5
6
Substantial
b.
Agree with content
1
2
3
4
5
6
Do not agree w/content
c.
Not interesting
1
2
3
4
5
6
Interesting
d.
Not long
1
2
3
4
5
6
Long
e.
Easy to read
1
2
3
4
5
6
Hard to read
f.
Confusing
1
2
3
4
5
6
Not confusing
What can you say about the content of the modules?
a.
Not substantial
1
2
3
4
5
6
Substantial
b.
Agree with content
1
2
3
4
5
6
Do not agree w/content
c.
Not interesting
1
2
3
4
5
6
Interesting
d.
Not long
1
2
3
4
5
6
Long
e.
Easy to read
1
2
3
4
5
6
Hard to read
f.
Confusing
1
2
3
4
5
6
Not confusing
What more do you want to learn about family planning?
1.
2.
3.
4.
37.
Conception process
Contraceptive method
Both of the above
Other (specify)
Attitude toward the pill:
a.
Do you feel oral contraceptives are dangerous to most women’s health?
SHOW CARD TWO.
-48-
iI
HEALTS
R#____
Page 19
Interview Schedule for Trainee Respondents
1.
2.
3.
4.
b.
38.
Please explain your answer.
Do you feel IUD is a potential risk to most women’s health?
SHOW CARD TWO.
1.
2.
3.
4.
39.
Strongly disagree
Disagree
Agree
Strongly agree
Strongly disagree
Disagree
Agree
Strongly agree
Among the different FP methods, enumerate three which you most likely
encourage/recommend your acceptor to adopt, Please rank them accordingly.
1st 2nd -
3rd BLOCK 8
ATTITUDE TOWARDS
MODULES
40.
What impressed you most when you were reading a module?
1.
2.
3.
Illustrations
Series of learning steps
Knowing how you fared immediately after answering the questions.
-49-
IJ
R#____
HEATLS
Page 20
Interview Schedule for Trainee Respondents
41.
Readability and clarity of modules:
a.
How many times did you have to read the module before you could
understand it?
1.
2.
34.
b.
How many times did you have to read the module on
could understand it?
1.
2.
3.
4.
c.
3.
4.
before you
Once
Twice
Three times
More than three times
Hoy; many times did you have to read the module on
could understand it?
1.
2.
42.
Once
Twice
Three times
More than three times
before you
Once
Twice
Three times
More than three times
Initial usefulness:
a.
Did you find the modules useful during your field-training/practicum?
SHOW CARD THREE.
1.
2.
34.
b.
Not at all useful
Somewhat useful
Useful
Very useful
What particular problems did you encounter during your fieldtraining/practicum which made you refer to your modules?
-50-
Ii
HEATLS
R#_____
Page 21
Interview Schedule for Trainee Respondents
c.
Do you want to keep the modules with you?
Do you
READ CATEGORIES AND ENCIRCLE THAT WHICH APPLIES.
Want to have one copy of each module?
Want to have two copies of each module?
Want to have several copies of each module?
Not read it?
Not have intentions of keeping it?
1.
2.
3.
4.
5.
d.
Why?
e.
Have you ever seen any other self-instructional module before you
attended the training course in comprehensive family planning
services/physician’s course?
1. Yes
2. No
If Yes, ask where?
f.
Would you recommend the three modules to your co-workers?
!•
2.
Yes
No
g.
Why?
h.
In a training program, what do you think would be best for you?
1.
2.
3.
4.
5.
6.
i.
the lecture method alone
the lecture method followed by group discussions
the module alone
the module followed by group discussions
the module followed by a lecture followed by group discussions
the module followed by a lecture followed by group discussions
Do you think that receiving self-instructional modules to learn new
information on contraceptive methods is sufficient to upgrade your
level of expertise?
LIBRARY
(
*
v
AND
A
oocumentatio
V
unit
)
' V
u
R#____
Page 22
HEALTS
Interview Schedule for Trainee Respondents
1.
2.
3.
4.
strongly.disagree
disagree
agree
strongly disagree
Please explain your answer?
—
J.
Do you think that family planning training seminars conflict with
your clinic services?
1.
2.
yes
no
Why?
k.
Would you recommend limiting the training seminars on family planning
provided the modules are sent to the clinics?
1.
2.
yes
no
Why?
BLOCK 9
APPLICATION
OF NEW KNOWLEDGE
43.
Field app1ication;
-52-
11
HEALTS
R#____
Page 23
Interview Schedule for Trainee Respondents
a,
Do you believe that what you have learned from your modules would be
useful in your future performance as a FP worker?
SHOW CARD THREE
1.
2.
3.
4.
b.
What you have learned from the modules was... READ CATEGORIES.
1.
2.
3.
4.
c.
What you had strongly been eager to learn.
What you somewhat wanted to know.
What you had not been quite interested in at all.
What you had no interest in at all.
Do you think the module on the pill will be useful to you when you
teach others about oral contraceptives? SHOW CARD THREE.
1.
2.
3.
4.
d.
Not at all useful
Somewhat useful
Useful
Very useful
Not at all useful
Somewhat useful
Useful
Very useful
Do you think the modules on the IUD will be useful to you when you
teach others about the IUD? SHOW CARD THREE.
1.
2.
3.
4.
Not at all useful
Somewhat useful
Useful
Very useful
BLOCK 10
INTERVIEW
EVALUATION
(To be accomplished by the interviewer after the interview.)
-5 3-
ii
R#____
Page 24
HEALTS
Interview Schedule for Trainee Respondents
*14.
Respondent*s attitude toward the interview:
1.
2.
3.
4.
5.
6.
7.
8.
45.
Interested
Indifferent
Hesitant
Frightened
Inquisitive
Suspicious
Antagonistic
Other (specify)
Establ.i shment of rapport:
1.
2.
3.
4.
Easily established
Established but with some difficulty
Established despite great difficulty ‘
Never established
46.
Respondent1s pre-interview activity:
47.
Other persons present during the interv.new:
48.
Interview conditions:
1.
2.
3.
49.
Very noisy and/or with many distractions
Some noise and/or distractions
Quiet and/or with a minimum of distraction
Respondents* health and energy level:
1.
2.
3.
Very healthy and energetic
Adequately healthy and energetic
Sickly and/or lethargic
-54-
Li
HEALTS
R#_____
Page 25
Interview Schedule for Trainee Respondents
50.
Respondents verbal skills:
1.
2.
3.
51.
Respondents comprehension of interview questions:
1.
2.
3.
52.
More than adequate
Adequate
Inadequate
Understood immediately
Some elaboration was necessary
Had great difficulty in understanding
Interviewing pace:
1.
2.
3.
Leisurely
Moderate
Under considerable time pressure
53.
Other impressions:
54.
Edited by:
55.
Spotchecked by:
-55-
1 i
CARD ORE
1.
Very insufficient
2.
Insufficient
3.
Sufficient
4.
Very sufficient
CARD TWO
1.
Strongly disagree
2.
Disagree
3.
Agree
1U
Strongly agree
CARD THREE
1.
Not at all useful
2.
Not useful
3.
Useful
4.
Very useful
CARD FOUR
1.
Not at all satisfied
2.
Somewhat satisfied
3.
Satisified
4.
Very much satisfied
-56-
HEALTH EDUCATION AND LOCALIZED TRAINING SYSTEMS
Seminar/Workshop on
Programmed Learning for Rural Health Workers
REGISTRATION
Name:
Title or Position:
School, Faculty or Department:
Field of Special Interest:
Educational Background:
Postal Address:
THE ATTACHED REPRESENTS SAMPLES OF MATERIALS USED IN THE PROGRAMMED INSTRUC TION PORTION OF THE WORKSHOP.
u
THE AGE OF DISCONTINUITY
by:
Peter F. Drucker
Teaching is the only traditional craft in which we have not yet fash
ioned the tools that make an ordinary person capable of superior perform-
ance.
In this respect, teaching is far behind medicine where the tools
first became available a century or more ago.
It is, of course, infinitely
behind the mechanical crafts where we have had effective apprenticeship for
thousands and thousands of years.
The development of self-instructional, self-testing, easily-understood
materials of instruction can be revolutionary.
They can break the grip
which inflexible requirements of time and place of instruction now hold on
schools and colleges.
Our present focus of attention is often on the
teaching and not on the learner,
and teaching without learning.
There can be learning without teaching
If students learn well, they have been
taught well—no matter who taught them or what instructional materials were
used.
—Edgar Dale, Editor
The News Letter
March, 1970
i1
HANDOUT #1
Review of Characteristics of Programmed Learning As
Compared with Traditional Teaching
Programmed Learning:
1 - Is learner centered NOT teacher dominated.
2 - Contains a clear statement of objectives.
3 - Uses criterion referenced post-tested as
evidence of results.
4 - Provides information in sequential-logical
small steps which are easier to assimilate.
5 - Is concise (takes less time).
6 - Is individually paced.
7 - Uses any educational method(s) as
appropriate to content.
8 - Gives frequent feedback - knowledge of results.
9 - Allows response by students.
10 - Gives reinforcement to learners.
11 - Assures uniform quality control in educational
programs.
12 - Is useful when learners are geographically
dispersed (no classroom necessary).
13 - Allows teacher time to give to individual
learner needs and thus, is more interesting
from teacher’s point of view.
1
11
HANDOUT #1-B
SEMINAR-WORKSHOP ON PROGRAMMED INSTRUCTION
AN OVERVIEW OF PROGRAMMED INSTRUCTION
Intro
duction
Varied
Forms
Programmed instruction is the innovation which
within the span of only ten years from its formal
inception by B. F. Skinner in 195^ spread quickly
throughout the world and is predicted to stay.
From the original linear program of Skinner and
the branching program of Crowder were born several
concepts of programs such as:
£
a
&
£
self-learning units
self-learning kits
learning packages
Unipacs (short for unit packages)
A self-learning unit is a program based on a unit
of subject matter.
A self-learning kit is similar to the self-learning
unit.
Learning packages are more comprehensive in nature
as they include not only programmed units but also
slides, filmstrips, and other materials needed to
develop a segment of subject matter—all in one
package.
Use in
New
Settings
The rapid adoption of programmed instruction in its
varied forms is clearly related to new school
organizational set ups or systems such as:
6
£
S
£
C
6
II - individualized instruction
IPI - individually prescribed instruction
CAI - computer progression scheme
Project IMPACT - instruction managed by parents,
adults, community and teachers
Non-graded school
Open university
Mastery learning
2
IJ
Use in
several
subject
fields
Programmed instruction is now utilized in many
subject areas. The APLET (Association for
Programmed Learning and Educational Technology)
Yearbook of Educational and Instructional
Technology of 1972-73 lists 52 subject fields
among which are:
©
©
©
e
Trends
£
education
industry
medicine
economics
carpentry
shoe making
veterinary practice
&
e
c
religion
electricity and
electronics
engineering
geography
geometry
mathematics
languages
Programmed instruction in its varied forms has been
introduced in many parts of the.world. The schools of England
use it extensively, not only individually but in consortium
among institutions. The Association for Programmed Learning
and Educational Technology based in London which includes mem
bers from other nations has done a lot to promote programmed
learning not only in Great Britain but also in other parts of
the world. (A Philippine Chapter was organized in Manila in
197*1 after the seminar on Programmed Instruction and Technology
sponsored by the German Government and the Carl Duisberg
Gesselachaft, Philippines.)
In the United States, II, IPI, and CAI have spread to many
schools and the use of self-learning units, packages and
unipacs has likewise increased.
s
In the Philippines, the experimental use of self-learning kits
has widened from the few pilot schools in Naga, Cebu, Iloilo,
Manila, and Bulacan to several schools/divisions . More
teachers have been trained to make programs after the first
seminar on programmed instruction jointly sponsored by the
UNESCO and the Department of Education in 1971. The Philippine
Normal College has conducted four similar seminar-workshops
since 1971, aside from offering regular courses in programmed
instruction. The U.P. has also been offering the same course
although not in every semester.
a
There is a general trend to combine the basic forms of
programming or to modify them.
3
IJ
Nature
and
character
istics
Programmed instruction is a method by which a learner learns by
himself from carefully sequenced materials, These self
instructional materials:
ft
£
ft
&
What PI
is not
are presented in small steps
are logically sequenced
require active responding
give immediate feedback to inform the learner the correctness of his answer, thus giving reinforcement
involve constant evaluation, since most frames contain
test question aside from the post-test
follow the process of learning as they are constructed
from the simple to the complex or from the easy to the
difficult.
A programmed material is not a test. It is a teaching
material in which a bit of information is given which the
learner is asked to apply in a new situation.
&
Programmed instruction is not a cure-all. It is not the
only method but should be used with other methods, A
teacher is still needed although in a different role—that
of a director or manager of learning.
Programmed instruction is not an audio-visual aid. Pro
grammed learning is an effort to complete the educational
model—that is:
Stimulus —Response
Reinforcement
An audio-visual aid is only a stimulus.
Values of
Programmed
Learning
ft
A good programmed material focuses on just the essentials.
5
More material is covered in a short time, hence helps solve
the problem of knowledge explosion.
£
Makes mastery learning possible even for the dull pupils.
ft
There is satisfaction resulting from the knowledge Of
achieving the correct answers.
4
Ii
<*
The expertise of subject matter specialists can be shared by
an infinite number of students and teachers.
&
High Standards of performance are maintained through good
quality programs.
&
Absent students could easily catch up with their peers.
Creative talents of educators and trainers are tapped.
Limi
tations
Types
of
Programmmed
ft
It takes great technical skills to make a good program.
ft
Very few programs are available in the market.
ft
It is costly to produce the materials at the beginning.
There are two basic types of.programs:
ft
The Skinner program which is also called:
- Linear because it follows one line of thought, i.e. ,
the learner proceeds from one frame to the next.
- Constructed-response because the learner constructs or
thinks out his answers.
- Extrinsic because the path of the learner is predeter
mined by the programmer.
ft
The Crowder program which is also called:
- Multiple-choice program since it presents multiple
choice questions after the given information.
- Branching program because the learner does not follow
one line of thought but detours to other lines of
thought, depending on his choice.
- ’’Scrambled book” because for every choice of answer the
learner is told to turn to a different page.
5
11
- Intrinsic program because the path of the learner is
determined by his own choice of answer
Examples
{J
The Handbook on Programmed Instruction by Dr. Millan is
written in linear form.
Attached is Crowder’s branching program.
Steps in
Program
ming
1st Step
There are five basic steps in preparing a programmed material:
State the objectives:
- in behavioral (observable) terms
- with the condition or conditions under
which the learner must perform
- with the quality of performance expected
The objectives should also consider the outcomes of learning
expected such as:
- The cognitive (knowledge, comprehension, application,
analysis, synthesis, and evaluation)
- The affective (attitudes, values, interests, apprecia
tions)
- The psychomoter (skills, abilities habits)
2nd Step
Write the post-test
- Each objective should have a corresponding test item or
items.
- Questions should be of varied types.
- Questions should be constructed according to the
principles of test construction.
6
ir
3rd Step
Write the program
- Present material in several ways (linear, branching, or
a combination or modified form).
-Use illustrations, charts, slides, when necessary.
- Provide enough practice frames for the learner to apply
what he had learned.
- Check for adequacy, grammar, etc.
4th Step
it
Try out the program
- First on a one-to-one basis,
on difficult parts.
Observe reactions specially
- Next to a small group
- Then to a big group
5th Step
&
Revise the program
- Consider the observations made during the try out.
- More frames may have to be constructed.
7
11
HANDOUT #1-C
SYSTEMATIC INSTRUCTION
The model for systematic instruction is similar in most instances to the
process for planning programmed learning.
analyzing the problem.
The first step involves
What does the learner want to know, do or feel?
Next a consideration of the context involves an inventory of the setting
with its resources as well as constraints.
In order to understand what
needs to be done in the learning experience it is important to subtract
where the learners are now from where they should be.
This equation pro-
duces what needs to be done in the instructional process.
A statement of
what they will be able to do in terms of performance is the next step which
comes about as objectives are formulated.
These are evaluated by col
leagues who are recognized and certified for their competence in the specific subject areas.
When the objectives have been validated by these
professionals the tests, pre and post-tests are created. The next step is
to choose a -format as to how the curriculum should be organized.
commonly five major instructional formats:
method.
2- Individualized instruction.
this category.)
There are
1- The lecture-discussion
(Programmed learning falls into
3- Small group instruction.
^4- Seminars.
5- Experimental
learning.
hedia is the next important consideration.
How instruction is communicated
is often a question with more than one. answer.
Just one medium is seldom
adequate to reach all of the learners in any one group.
Evaluation is answering how successful the learning experience was to the
learner and also to the teacher and educational designers.
The response in
the form of an orderly collection of data is the basis of the revision
which is the final essential step to systematic instruction.
8
iI
HANDOUT #1~D
SYSTEMATIC INSTRUCTION (SUMMARY)
The model for systematic instruction is similar in most instances to the
process for planning programmed learning.
The first step involves analyzing
t^ie Pr°bWhat does the learner want/need to know, do or feel?
Next a
consideration of the context involves an inventory of the setting with its
resources as well as constraints.
In order to understand what needs to be done
m the learning experience it is important to subtract where the learners are
now from where they should be. This equation produces what needs to be done in
the instructional process.
A statement of what they will be able to. do in terms of performance is the
next step which comes about as obj ectives are formulated,
These are evaluated
by colleagues who are recognized and certified for their competence in the
specific subject areas, When the objectives have been validated by these
professionals the tests, pre- and post-tests, are created.
The next step is to choose a format as to how the curriculum should be
organized.
There are commonly five major instructional formats:
1)
The lecture-discussion method.
2)
Individualized instruction.
3)
Small group instruction.
4)
Seminars.
5)
Experiential learning.
(Programmed learning falls into
this category)
Media is the next important consideration,
is often a question with more than one answer,
How instruction is communicated
Just one medium is seldom
adequate to reach all of the learners in any one group.
Eyaluation is answering how successful the learning experience was to the
learner and also to the teacher and educational designers.
The response in the
form of an orderly collection of data is the basis of the revision which is
the final essential step to systematic instruction.
9
HANDOUT #2
Programmed Instruction Project
1.
Goal:
2.
Constraints
3.
4.
Prepare a mixed format learning package using the principles of
programmed instruction.
a.
Use both linear and branching formats
b.
Select appropriate medium (appropriate for learning
characteristics identified)
c.
Show evidence of field testing
a.
The program should use to the best advantage the
(P.I.) principles presented in class.
b.
The program should attend to the constraints listed
above.
c.
The program should include display formats (i.e.,
visual, verbal) which are appropriate for the
learning task identified.
a
Select topic to be programmed
b
Assessment of the audience characteristics
c
Objectives specified unambiguously
d
Subobjectives are expressed
e
Criterion Test is constructed
f
Paradigm is selected
g
h
Sequences are ordered
i
Sequences are tested
J
k
Revisions are made
Program is validated
1
Revisions are made
Requirements:
Procedures:
Frames are constructed
10
11
i i
HANDOUT #3
Task Description
The student will take a driver’s training course to learn to drive a
car safely. The course is administered by an instructor in a car with an
automatic transmission. Some of the tasks he will be expected to perform
correctly are the following: When approaching a stop sign, press down on
the brake peddle. Having stopped the car, check to see that no cars are
approaching. Then accelerate smoothly. When desirous of turning left at
an intersection, turn on to do so, operate the switches that turn on and
off the lights, windshield wipers, and defroster.
11
ii
Task Analysis
Objectives
1.
When approaching a stop sign, the student will correctly and safely
press down on the brake pedal and come to a stop.
2.
Having, stopped the car, the student will visually check cross traffic
before proceeding, then accelerate smoothly.
3.
When approaching an intersection intending to make a left turn, the
student will turn on the left-hand turn signal.
4.
Having reached the intersection, the student will correctly and safely
turn left.
5.
When told to turn lights on, the student will operate the light
switch.
6.
When told to turn the wipers on the student will operate the wiper
switch.
7.
When told to turn on the defroster, the student will operate the
defroster.
12
11
HANDOUT //4
Task Description
The student will conduct an experiment in order to identify the basic
structures of a leaf and will record his findings. He will be provided
with a microscope and other necessary equipment. First, the student will
turn the leaf over in order to expose the underside. Second, he will locate
the breathing pores (or stomata) and the two guard cells on either side.
Then he will draw a simple diagram and label the stomata and the two guard
cells showing what he observed.
Next, the student will cut a thin cross section of the leaf with a razor
blade. Then, he will place the cross section under the microscope so that
he can examine the edge. The next task is to locate the plaisade layer,
the epidermis, and the spongy layer. And finally, the student will draw a
simple diagram and label the plaisade layer, and epidermis, and the spongy
layer showing what he observed under the microscope.
Objective
Given the necessary equipment and instructions, the student will conduct an
experiment in order to identify the basic structures of a leaf and will
record his findings.
Subobjectives
1.
Given a leaf, the student will turn it over to expose the underside.
2.
The student will locate the stomata and guard cells.
3.
The student will draw a simple diagram of a leaf, including stomata
and guard cell.
4.
5.
The student will label the stomata and guard cells on his diagram.
Given a leaf and a razor blade, the student will cut a thin cross section.
6.
The student will place the cross section under a microscope and adjust
the microscope.
7.
The student will use a microscope to locate the palisade layer, epi
dermis, and spongy layer in the cross section of a leaf.
8.
The student will draw a simple diagram of the cross section, including
the palisade layer, epidermis, and spongy Iyer.
9.
The student will label the palisade layer, epidermis, and spongy layer
on his diagram.
13
IJ
HANDOUT #5
EXAMPLES OF THEMATIC PROMPTS
1.
Goru is a sacred animal.
Goru is also called
in the Hindu
rel J.gion,
2.
The brain ’’makes sense” out of the impulses carried from the cochlea
by the
nerve.
3.
Learning usually occurs when an individual’s response is promptly
rewarded or
Reinforcement which consists of presenting south-after stimuli is
called positive reinforcement, reinforcement which consists of
terminating unpleasant stimuli (e.g., loud noise) is called
reinforcement.
5.
It is easy to learn about the metric system when one thinks of the
money system in relation to it.
A dollar has
cents
(pennies).
1
6.
100 Rupia
7.
Thus, a centimeter works somewhat like a cent.
taka, 100 centimeters is
8.
Centigrade and Fahrenheit are both scales of temperature •
also a
9.
Knowing that most metals expand when heated, and remembering that the
A meter has
centimeters.
Just as 100 paisa is 1
Kalvin is
period of a pendulum depends on the length of the rod, we would expect
that a pendulum clock would
time on a cold day,
10.
The Indonesian Flag is colored
and
14
I i
HANDOUT #6
BIBLIOGRAPHY
Cram, David, Explaining Teaching Machines and Programming, Fearon Publishers,
Palo Alto, California, 1970.
Crowder, N.A., ’’The Rationale of Intrinsic Programming,” Programmed Instruction,
No. 5, April 3-6, 1962.
Davis, Robert, Learning System Design, McGraw Hill, 1974.
Espich, J.E., Williams, B., Developing Programmed Instruction Materials,
Fearon Publishers, Palo Alto, California, 1967
Kibler, Robert J., Objectives for Instruction and Evaluation, Allyn and
Bacon Inc., 1974.
Lunsdaine, A.A.., Glaser, R.E. (editors). Teaching Machines and Programmed
Learning, NEW, 1960.
Lysaught, J.P., Williams, C.M., A Guide to Programmed Instruction.
Sons, New York, 1963.
Wiley and
Mager, K.F., Preparing Objectives for Programmed Instruction, Fearon Pub
lishers, San Franciso, 1962.
Markle, Susan M. , Good Frames and Bad, John Wiley and Sons, Nev; York, 1964.
O’Day, E.F., Programmed Instruction and How to Use it in Educational Applica
tions , Prentice-Hall, Englewood Cliffs, 1968.
O’Day, .E.F., Julhavy, R.W., Anderson, W., Malczyski, R.J., Programmed
Instruction: Techniques and Trends, Merideth Corporation, 1971.
Pipe, P., Practical Programming, Holt, Rinehart and Winston, Inc., New
York, 1966.
Rowntree, D., Basically Branching, Fearon Publishers, Palo Alto, California, 1970.
Schramm, W., Programmed Instruction, Fund for the Advancement of Education,
1964.
Segall, Ashar, Vander Schmidt, Burglass and Frostman, Systematic Course
Design for the Health Fields, John Wiley and Sons, Inc., New York, 1975.
Skinner, B.F., The Technology of Teaching, Appleton-Century, Crofts, 1968.
Vargas, Julie S., Writing Worthwhile Behavioral Objectives, Harper and Row,
New York, 1972.
J5
HANDOUT #7
I j
TERMINOLOGY RELATED TO PROGRAMMED INSTRUCTION
1.
'eaching machine - The vehicle that carries or presents programmed instruction,
vehicle may be a printed page, film or computer based.
2.
Thematic prompt - A cue to response that takes into account the knowledge the reader
already possesses.
3.
Linear program - A program in which each frame follows in order one after the other. hj_1
users of the program must follow this sequence.
The
■0
4.
Panel - A diagram, chart or visual material that is referred to in a program but is st
arate from the frames in a program, It can be tipped into the pages of a program or- t_t
up outside. The program is used as a visual referent while the reader is going through
the program.
5.
Branching program - A program in which frames are sequenced in several orders and the
user of the program tracks and program according to his response. Branching is an
attempt to take into consideration individual differences.
1
^—>271
6.
-•H2z
Formal prompt - A cue to response that is based on the Form of the response.
i.e. - number of letters -letter cues
PAR
or rhymes
S
7.
Scramble book - An example of Branching program technique. The reader progresses
through the pages according to his responses rather than page by page in usual book US"'
technique.
8.
Constructed response - User is called upon to respond by manufacturing his response as
opposed to being a multiple number of responses from which to choose.
9. . Fading - The gradual withdrawal of cues to response.
10.
Frame - Within a linear program each nbit” of information and its accompanying call fc
response is called a frame.
11.
Step - The planning decision regarding how much or how little to incorporate in a fran .
12.
Terminal behavior - What is expected of the learner after the program.
13.
Criterion behavior - The quantity, quality, and time expectations applied to specific
activities called for a behavioral objectives.
1H.
Feedback - That information provided the learner that tells him if his response is
appropriate or not.
16
u.
HA^BDUT #8
VISUALS
Visual:
A symbolic or pictorial representation.
Visuals can aid your teaching objectives in the following ways:
1. Attract and hold the student’s attention
2. Clarify information
3. Provide a common reference for instructor and student
4. Overcome .limitations of time and space (e.g. clinical cases).
In order to determine whether or not your self-instructional unit can benefit from the
use of visual:
A.
' B.
Examine your instructional objectives
Look at the characteristics of the available media (see chart).
Ask these questions:
1. Do I need visuals to complete this objective? (Will visuals add to my objective or will they distract from my teaching?)
2. Do I need more than one visual for this objective? (i.e. a series or a combination of different visual media.)
How
close to real life does the visual have to be? (Can it be a graph or
3.
line drawing, or should it be a black and white or color photograph?)
4. Does the visual have to have color? (Color is particularly important for
"recognition" or "diagnosis" objectives.)
SELECTIVE VISUALS CHART FOR SELF-INSTRUCTIONAL UNITS
sorAwi
ro miuwaraaisw’wwjw v-w ••» rr.
efi
Variety of Presentation
More
Symbolic
A
PRINT
GRAPHS
OR
CHARTS
1
FT I UlfTlLlK—< ZILKlIWl ~ WlTl mil fl II11
Sample Verbs
capitals, underlining, boxing, separating "define", "list",
from text, different lettering, numbering "explain", "discuss"
pictures, words, numbers,
bar or broken line graph
color or black and white
"relate", "assess"
"recall", "select"
simple line drawings with or without
;
LINE
labels shaded line drawings with or without
DRAW labels realistic or graphic, comparison
"locate", "recog
INGS
drawings series of drawings, cartoons
: nize" , "identify",
"compare"
BLACK & printed with the text, added to appendix
WHITE
variety of sizes, comparison photographs
PHOTOS series of photographs '-
"recognize,
"identify", "dem
onstrate" "compare"
COLOR
SLIDES
"distinguish",
"diagnose" /’ident
ify" /’compare"
Attached to back of unit, realistic or
graphic, close-up and distant shots
comparison slides, series of slides
More
Realis
tic
Rnr.':
K8fi«fr
Marjorie L. Kupper, Jane W. May
17
1 j
HANDOUT #9
EXAMPLES OF FORMAL PROMPTS
1.
Number of Letters:
In the knee jerk or petellar-rendon reflex, the kick of the leg is the
r
2.
to the tap on the knee.
Number of Words in A Response:
To express action which was completed at an indefinite past time or
which is still going on, we use the
3.
tense.
Serial responses:
Like the
Flag, the Flags of
and
are
and
4.
Sound Patterns (rhyming):
Nine times seven and just one more is eight time eight, or
5.
Syntax:
We say that the form BOY is singular but that the form BOYS is
singular/plural
Understand is a more complex behavior and therefore the learner will
be expected to behave differently than he would for just knowledge of
the subject. If the learner can explain the function of the parts of
the projector, and can explain how the projector works, we can say he
has an
of projectors.
18
u
HANDOUT #10
TECHNIQUES OF INTRODUCING
CONTENT IN FRAMES
1.
By definition:
a.
Use a common sense definition.
Follow in the same frame
with an example part of which pupil can formulate.
A noun is the name of something.
Ex:
Chair is a noun because it is the
b.
of a thing.
Follow in another frame, with an example requiring the pupil
to use the word define.
Ex:
c.
because it is the name of a thing.
Tree is a
Show what the concept is not and point
Introduce contrast.
out concepts easily confused which are not the same as the
focal concept.
Ex:
because it is
Sing is not a
the
name of something.
In "Lita has a beautiful dress’*, dress is a
but beautiful is
2.
, the name of something.
By example:
Ball, hat, dog, house—all these are names of things. They
are called nouns.
3.
The name airplane is also called a
By anticipation:
The subject of a sentence is a noun and sometimes a verb
form called a gerund which means doing something.
Ex:
In ’’The pupils study their lessons well1*, the subject
19
Ii
is
• Pupils is a
In "Swimming is a good exercise”, the subject is
Swimming is a verb form used as a noun and it is called a
4.
By prompts:
a.
Thru similarity
(1)
of ideas:
Just as the sun rises in the morning,
in the evening.
the full moon
(2)
of signals:
"Naturally” signals a common sense
answer.
The roads were impassable after the floods
Naturally, many pupils were
(3)
in class.
of grammatical construction:
The higher the altitude of a place the colder is
the climate the lower is the place, the
b.
Thru constraint
(1)
of ideas:
(2)
of signals:
Warm air rises; cold air
+8 is greater than -2 and
+3 is greater than -10, but
9 is
(3)
than -1.
if grammatical construction
Same constructions limit the range of response.
The thicker the clouds, the (lighter, heavier) is
the rain that falls.
20
u.
c.
Through echoic devices (imitative)
Bright pupils love to be challenged in their thinking,
hence they should be asked
d.
Hints:
questions.
Reference to earlier learnings.
The term "principle” means "fundamental truth” or
"basic law".
The principles of teaching then means
of teaching.
0535E
4 >
21
5
. A. OOC°*H«
>
1)
A TEST ON PROGRAMMED INSTRUCTION
Direction:
Write the letter of the item which best completes the meaning
of the statement.
1.
The basic idea of programmed instruction is:
a.
Breaking information into large units of items.
b.
Reinforcement of learning from satisfaction of getting the
correct answer
2.
3.
c.
Following instructions with accuracy
d.
Substituting the teacher with a program
To benefit most from a programmed material, the student:
a.
Reads the material just like a textbook
b.
Recalls the answers to questions mentally
c.
Copies the material
d.
Writes the answers to questions
The most important value of a programmed material is:
a.
The teacher may have a holiday while the students work on the
material
b.
A programmed material can be used for several years without need
of revision
c.
An infinite number of students can benefit from the expertise of
several specialists.
d.
4.
Programmed material are not expensive
Which of these is not found in a good objective?
22
11.
5.
6.
a.
The objective stated in behavioral terms
b.
The conditions under which a student performs
c.
The list of resources needed
d.
The quality of performance expected
Which of these is a properly stated objective?
a.
Knows the value of family planning
b.
Understands the evils of abortion
c.
Appreciates the advantages of a small family
d.
Enumerates three effects of contraceptives
A type of programmed material in which the path of the learner is
determined by the answers he makes is called:
7.
a.
linear
b.
branching
c.
chaining
d.
Ruled
Giving cues to the learner as to the answers to question observes the
principle of:
8.
a.
prompting
b.
fading
c.
reinforcement
d.
shaping
The first step in programming is:
23
iI
9.
10.
a.
Writing the frames
b.
Trying out the frames
c.
Writing the objectives
d.
Evaluating the frames
Who of these is not urgently needed in programming?
a.
A guidance counselor
b.
the subject specialist
c.
language expert
d.
programming expert
A programmed material is considered good if:
a.
Half of the students obtain 50? of the items
b.
60? of the students score 70 in a 100-item test
c.
75? of the students get 75? of the test items
d.
90? of the students get 90? of the test items
24
L J,
11.
In the process of developing a programmed material, the best way to
try it out is on the basis of:
12.
13.
a.
one-to-one
b.
one-to-ten
c.
one-to-one hundred
The Skinner program has the advantage of:
a.
presenting one idea at a time
b.
presenting several ideas in a panel
c.
Asking the student to choose an answer
d.
Asking the student to make several answers
What do you expect to gain from this workshop?
achieved?
25
In your opinion, how best can this be
11
EVALUATION
I.
Title
Author
Target Audience
Estimated Working Time
Materials in Package (worksheets, slides, charts, etc.)
II.
Are there any relevant portions of'the learning module which are
not mentioned in the objectives or sub-objectives?
YES
NO
If YES, please specify the portion.
III.
Is the learning module:
YES
a.
Suitable for intended audience?
b.
Clear, precise, to the point?
c.
Make appropriate use of figures, diagrams,
slides, etc.?
d.
Accurate and authentic?
e.
Organized?
f.
Interesting?
g-
Comprehensive presentation of material
to meet objective?
h.
Contain the information necessary to
answer all the post-test items?
i.
Sequenced from simple
NO
to complex?
If you checked NO to any of the above items, please specify why.
26
11
IV.
Are there clear statements of what the learner can do after
successfully completing the package?
YES
V.
Is frequent practice given?
YES
VI.
NO
Is there an overall review frame?
YES
VII.
NO
NO
Please comment on any other aspects of the learning module,
objectives or post-test items, that you feel might be relevant
for adequate revision, e.g.,
Is the mode of presentation the most appropriate?
THANK YOU.
27
I j
H.ANDOUT #11
Model
Process of P.I.
Selection (topic or body
of knowledge)
Assessment of
Learner
&
Objectives
Pl
Sub-Objectives
2 )
12
Revision
Validation Tes
(What are critical
targets? — not all
Lr
- Does it reach
^.intended audie :e
i.e., tasks with a skill,
(task analysis)
Revision
/
Criterion Test
Cons truction
/
(Do learners have
sufficient skills?)
9
Developmental
Testing—feedb^c'
from sample o
learners
Paradigm Selection
Writing the Program—
constructing of frame*
use of discovery, etc,
a. extrinsic
b. intrinsic
Format—media selection
Ordering—handle objectives
in this or that
way
28
ir
EVALUATION FORM
Programmed Instruction
Title
1.
Does the program confirm the learners1 response?
2.
Is the instruction sequenced from simple to complex?
3.
Is the programming technique appropriate for the learning function being treated?
4.
Is the "critical idea" principle applied to the structuring of program frames?
5.
Is there evidence of over prompting?
If your answer is yes, briefly describe the nature
of the over prompting.
6.
Is the display format suitable from a perceptual point of view?
7.
If panels are used, do they serve a prompting function?
8.
Did the program hold your interest?
On the scale presented below, rate the program by placing a check mark at any point along the
continuum.
Poor
Good
Excellent
Your comments:
29
1J
Evaluation Sheet
It is hoped that you would be willing to evaluate the effectiveness of the instruction, con
cerning how you liked it, any criticisms you might have, and any suggestions for improveme .
that
ou may have.
Did you find the package boring
, interesting
, easy
, hard
Comments:
Were there any parts or sections that you found irrelevant?
Would you like to’1
Did the illustrations help your understanding, or did you not pay much attentiportant for
Comments:
This package was designed as part of a larger package which is to be used both e?
seas.
Do you have any comments about the cross-cultural aspects of the packag
Comments:
30
1 1 "CRITICAL IDEA" PRINCIPLES
1.
In each frame, a student is held responsible only for that portion of the presented
material to which he has responded correctly.
Frames that follow may be built on such
material.
2.
In a critical program the active responses are integral to the learning process.
3.
A student is held responsible at the minimum level of understanding required for a
correct response to a frame.
4.
Concept formation is dependent upon maximum generalization.
5.
A useful technique which serves to maximize generalization is to require that each
restatement of a concept use new terms and new perspectives.
31
APPENDIX A~3
<I
I. For each statement circle the one response that is the closest to your opinion.
1. The course objectives were:
a. ’ clearly stated or written
b. stated or written; but not all of them were clear to me
c. stated or written; but most of them were not clear to me
d. neither stated or written
______
■ ; was geared to a level that was generally:
2. The course
content
appropriate
for
my background
a. i
b. too elementary
c. too difficult
d. inappropriate for my background
3. I think the organization of the course material was:
a. completely~clear and useful; excellent
b. for the most part, clear and useful; good
c. some topics were organized in a clear and useful manner, while others were not; fair
d. there was little apparent organization in this course; poor
4. After reading the course manual, I think it is:
a. both a well written and useful document
b. a fairly well wTitten document, but nevertheless useful
c. a poorly written document that is of limited utility
d. neither a well written nor useful document
•e. there is no course manual
5. The time required to complete the homework assignments was:
a. reasonable
b. unreasonable
c. wasted; these assignments were "busy work”
•d. there were no homework assignments in this course
6. The amount of time allotted for this course was:
a. sufficient
b. too long
c. too short
number of days
d. this course should last
7. Overall, I think this course was:
a. excellent
b. good
c. fair
d. a waste of time and money
8. Given the objectives of the course and the skills required for a meaningful understanding of the material, I
would:
a. recommend this course to a friend without reservation
b. recommend this course with some possible changes
c. not recommend this course unless there were definite improvements
d. not recommend this course under any circumstances
9. For future courses, there should be:
a. no substantive changes
b. more practical application of the course material
c. more theory presented as a basis for the material taught
d. more of a ‘‘balance* provided between theory and practical application
10. How did you hear about this course?
a. employer
b. friend
c. schedule
d. conference
e. other
NAME
COURSE
DATE
C.
z-
Cd
c
o
GO
<
s
CX) Q
ZQ
5.
5.
5.
5.
5.
4.
4.
4.
4.
4.
3.
3.
3.
3.
3.
2.
2.
2.
2.
2.
1.
1.
1.
1.
1.
6. During the course I felt challenged to learn.
7. Generally, the course materials were presented in an(inte^^ingjn^nnei>
8. The course content was well coordinated among the instructors.
9. The instructors were well prepared for most class sessions.
10. The instructors were quite knowledgeable about their subject area.
5.
5.
5.
5.
5.
4.
4.
4.
4.
4.
3.
3.
3.
3.
3.
2.
2.
2.
2.
2.
1.
1.
1.
1.
1.
7.1. Generally, I understood what I was expected to learn in this course.
12. Throughout the course I received sufficient information on anything I did not
understand.
13. The questions raised during the lectures were usually answered to my satisfaction.
14. My background was adequate for success in this course.
15. The teaching methods used in this course were effective for my learning.
5.
4.
3.
2.
1.
5.
5.
5.
5.
4.
4.
4.
4.
3.
3.
3.
3.
2.
2.
2.
2.
1.
1.
1.
1.
16. This course contained a sufficient amount of practice exercises.
17. The course assignments were useful for my learning.
18. The production quality of the audio-visual materials was technically adequate.
19. The audio-visual materials aided my understanding of the topics presented.
20. The final exam accurately represented the material covered in this course.
5.
5.
5.
5.
5.
4.
4.
4.
4.
4.
3.
3.
3.
3.
3.
2.
2.
2.
2.
2.
1.
1.
1.
1.
1.
21. Overall, I was pleased with this course.
22. I think my technical skills and/or knowledge have been strengthened as a result of
this course.
“
23. I think I vzill be able to use w’hat I have learned from this course in mv current
position.
'
5.
4.
3.
2.
1.
• 5.
4.
3.
2.
1.
5.
4.
3.
2.
1.
JI. Please circle the one number that represents the extent of vour acement with
each of the following statements. READ EACH ITEM CAREFULLY.
1. The course content was useful for my professional growth.
2. The course content was what I had expected.
3. The course content was too complex.
4. The course content was too simple.
5. The course content was up to date.
24. I consider the most needed improvement in this course to be:
25. The “best” part of this course was: ..
DO NOT WRITE I N T H I S
p a r r
O
GO <C
g<
b!2 OS
11
WORKSHOP ON PROGRAMMED INSTRUCTION
1.
Purpose:
In response to requests for family planning and health training materials,
it is proposed that a workshop be held to produce self-instructional manuals
on contraception, maternity records and related health-nutrition-MCH subjects.'
This 5-day activity will be held at a location in
selected by the
A staff of educational media and pro-
grammed learning experts will assist content specialists to prepare a
complete first draft version on each subject area.
This project will then
continue the field-testing and revision process until a final version is
ready for publication.
An evaluation study will determine the effective-
ness of this method of training in participating country programs.
2.
Duration:
This work will begin on
months.
3.
and continue for a period of six
The workshop will be held
with the assistance of The Committee
on Applied Research in Population will provide local costs and support
staff, Dr. Charles Ausherman, will be the consultant resource for this
project.
11
4.
Outputs:
As a result of this project, programmed instructional packages will be
produced as a means to facilitate family planning training health programs.
Effective dissemination of research through self-instructional modules
introduced into national training programs will be conducted.
The total
number of programmed instructional packages will be approximately 20
(titles).
In addition, participants will be trained in the methods of
programmed instruction.
2 -
5.
WORV’ PTAN AXTn TIM^^BLF
Programmed Learning Training Study.
1.
Workshop
2.
Revision
Activities
(See separate Agenda)
Time
3 days
Manpower
Full Staff
11 days
Research Associate
Consultants
a) revising and reviewing of
pre-tested SI materials
b) pre-testing revised SI materials
c) final revision
d) final editing
e) typing final copies
3.
i
co
r
4.
Printing
21 days
a) typesetting, proof reading,
typing
b) paste-up, insert proof
corrections
c) camera work, blue print,
printing, binding
(not needed if
mimeographed)
Editor
Typesetter
Proofreader
Typist
Artist
Distribution and utilization
a) deliver to treatment groups
b) use of PI modules
5.
Research Assistant
Research Associate
Editor
Clerk-typist
2 months and
2 days
Evaluation
a) QN construction (including
pre-testing revision)
b) contract research
b.l. training interviewers
b.2. data gathering
b.3. data processing
c) Data analysis and writing of study reports
2 months and
20 days
Research Associate
Research Assistant
Programmer
Coders
Clerk-typist
Secretary
i I
SAMPLE LETTER OF INVITATION TO PARTICIPANTS OF WORKSHOP
Dear
is sponsoring a workshop on programmed
learning in Family Planning/Health Training programs at the
We expect this workshop to provide an <exciting opportunity for a select group of '
training specialists to exchange ideas and to explore new instructional training
approaches. The first day will be devoted to presentation on and discussions of
new and significant instructional methodologies for use in your training curri
culum.
We anticipate that during the workshop, you, as a participant, will design and
create your own programmed learning unit, You will be asked to select an
instructional topic consistent with the theme of
^2 the seminar: that is, the
development of mastery in family planning and research methods, You will then
formulate instructional objectives pertinent to the topic of your choice.
From
these objectives, you will createi an easily replicable, individually paced
programmed-learning unit.
A team of instructional development specialists and health educators will
assist ;you and your fellow participants in designing and producing your unit.
In
g"
, the
n individual and group
processes of preparing these units, each participant
should be able to discover ways in which programmed learning materialsJ can be
useful in facilitating instruction in his/her own institution. Discussions will
also be oriented towards finding practical means Jfor sharing materials, especially
those programmed-learning units finished in the workshop.
To make the workshop a Ihighly
' productive experience for all.
we urge you to
make the following preparations:
*Please refer to the workshop schedule enclosed herewith
4 -
I/
Page Two
1.
Make a preliminary choice of a topic (relating to the theme of the
seminar/workshop) on which you can develop an instructional unit.
The average learner in your program would take 30-60 minutes to
complete this unit. You may want to relate your topic to any of
the topics suggested on the next page or choose one which you think
relevant to your program.
2.
It is very important that’ you bring with you to the workshop all
the references, books, photographs, 35 mm. slides, or other materials
which you will want to use in producing your progrannned-learning
unit.
3.
Prepare to spend three days of concentrated effort in learning the
various phases of the design, development, and effective use of
materials in programmed-learning form. These phases include clearly
defining instructional objectives, choosing learning strategies
which will help the learner to accomplish those objectives, and
designing a post-test, which will allow the learner to measure bis
learning achievement.
For some workshop participants, this will be a first encounter with a
relatively new but proven instructional approach, and we will make every
effort to assist in your exploration of the potentials of this method.
The overall objective of the workshop is to enable each participant to
(1) master the methodology of an instructional approach for teaching
family planning-related topics to others; and (2) create one unit on a
topic related to the theme of the seminar/workshop.
5 -
6.
SUGGESTED SCHEDULE OF WORKSHOP ON PROGRAMMED-INSTRUCTION
DATE/DAY
TIME
TOPIC ACTIVITY
8:00
8:30
Introduction to Agenda
Programmed Instruction
a) Overview
b) Literature review of research
on the effectivity of Programmed
Instruction
9:00-10:15
(10:0010:15
Discussion/Reactions
Training-Research Consortium
Programmed Learning Model
11:00
Discussion/Reactions
11:30
Selection of Topics
11:45
Summary of Assuring Learning
Guidelines on Designing Programmed
Learning Units
12:15 NOON
Lunch
2:00 PM
Evaluation of sample prototype materials
2:30
Behavorial Objectives
2:45-5:30
Development of Programmed Instruction
(3:30
5:30
7:00
8:00
Free time
Dinner
Educational Media Presentation
Systematic Course Designs for the Health
Sciences
Learning System Designs
- 6 -
Ii
DATE/DAY
TIME
TOPIC ACTIVITY
7:00
8:00
Breakfast t
Designing & Constructing Consistent
Post Tests
8:45
Evaluation
9:45-10:45
Development of programmed learning units
(continuation)
12:30 NOON
Lunch
2:00 PM
Exchanging of Units
3:00-5:30
Revision of Programmed Learning Units
5:30
Free time
7:00
Dinner
8:00
Training System Design and Educational Media
Presentation or Continuing Refinement of the
Programmed Learning Unit
7:00
Breakfast
8:00
Exchanging Units
9:00
Trainer-Learner Interviews
9:30-10:15.
Revision of Programmed Learning Units
10:15
Participant’s Evaluation of Workshop
10:45
Continuing Revision of Programmed Learning
Units
12:30 NOON
Lunch
2:00-4:00
Finalization of Programmed Learning Units
(Tliis process of finishing and testing
the units will last 3 days)
Last Day
Staff Evaluation of Workshop Feedback of
Participant’s Evaluation of Workshop
7 -
I j
7.
P.I. DEFINITIONS
Programmed Learning uses a systems approach which has built-in evaluation.
Cognitive objectives are tested by post-test questions for the students.
Attitudinal objectives are tested by post-test questions and student response.
Programmed learning units are generally revised until 90 percent or more of the
learners using the units achieve at least 90 percent of the objectives, according
to the post-tests in each unit.
8.
A NOTE ON P.I. CHARACTERISTICS:
Characteristically, a Programmed Learning course is comparable to a traditional
semester’s work on a given subject consists of 15 to 30 self-contained learning
modules.
1.
Each module has the following characteristics:
It allows the student to proceed at his/her own learning rate indi-
vidually.
Completion time of each package averages from 30 to 60
minutes.
2.
It has a clear statement of objectives—i.e., the intended learning
objectives or instructional outcomes.
3.
It has a self-administered post-test, enabling the student and others
to measure whether the objectives have been achieved.
4.
It includes frequent practice exercises relevant to the objectives and
to the post-test.
8 -
IJ
5.
It includes feedback, or knowledge of results, which reinforce the
student for correct responses and allow him/her to improve comprehen-
sion and retention.
6.
Programmed Learning places emphasis on the needs of the learner and
allows the trainer or teacher to focus on individual needs of each
Learner.
7.
Programmed Learning breaks down learning tasks into smaller units
easier to assimilate.
8.
Programmed Learning forces creators of instruction to decide what end
behaviors are acceptable and practicable.
Thus, the Learner is the
final arbitrator of how and why a subject is presented.
as such is no longer a master.
The teacher
Recent studies reveal that:
PL is particularly applicable when those to be trained are widely
dispersed.
PL is most economical in programs where many personnel require training.
PL can reduce the number of expert instructors required.
PL can facilitate the rapid introduction of new technical information.
PL permits a quality control of the material presented to the student.
PL is more effective with some groups of personnel.
PL offers an advantage in training personnel whose day-to-day work is
not subject to direct constant supervision.
PI1 is intolerant of airy attitudes and breezy generalities and is a
threat to teachers who rationalize their inadequacies in terms of
"stupid students".
- 9 -
i j
PL can free a teacher for creative inter-action with Learners adding
a whole new dimension to teaching.
9.
REVIEW OF P.I.
Programmed Instruction:
1.
Is learner centered, NOT teacher dominated.
2.
Contains a clear statement of objectives.
3.
Uses criterion referenced post-test as evidence of results.
4.
Provides information in sequential-logical small steps which are easier to
assimilate.
5.
Is concise (takes less time).
6.
Is individually paced.
7.
Uses any educational method(s) as appropriate to content.
8.
Gives frequent feedback - knowledge of results.
9.
Allows response by students.
10.
Gives reinforcement to learners.
11.
Assures uniform quality control in educational programs.
12.
Is useful when learners are geographically dispersed (no classroom necessary)
13.
Allows teacher time to give to individual learner needs and thus, is more
interesting from teacher’s point of view.
10 -
10.
EVALUATION OF THE PI MODULES
The purpose of this research is to test the relative effectiveness and
efficiency of self-instruction in village level worker training programs in
India.
. A.
Four’ problems have been identified as potential areas of study:
PROBLEM STATEMENTS
1.
Do self-instructional materials enable novices in a particular content
area to become masters of that specific content area?
2.
Do self-instructional learners working in rural settings improve in
learning performance as much as compared with those learners working in
urban settings?
3.
Does learning with a self-instructional learning module relate to
their attitudes concerning application of this new knowledge?
4.
How does attitude of a learner toward a particular body of learning
content relate to the total learning gain of the learner?
B.
HYPOTHESIS
1.
Programmed learning modules can increase the level of information among
novices such that they can perform at a satisfactory level on a knowl
edge recall test in a given subject area.
2.
There will be no significant difference in total achievement scores
between learners from rural and urban areas.
11 -
I/
3.
There will be no significant difference between learners with positive
and negative attitudes on learning content.
C.
EVALUATION PURPOSE
Continuing education in health programs requires the periodic upgrading of
skills.
The need is even more apparent among widely dispersed health workers.
This research seeks to determine the response of health workers to the use
of self-instructional materials in need of in-service training.
Particular emphasis will be given to those who for various reasons, such as
expense and inconvenience of travel to training centers cannot return to
formal classroom settings to receive additional educational training.
It
is suggested that this problem relates to a wide variety of related workers.
world-wide, who seek to upgrade their skills as new knowledge in their
respective field expands exponentially.
A specific concern of this study
is the relationship of learner attitudes on curriculum content and format
to learning achievement.
D.
RELATED RESEARCH
To meet in-service training nneds, self-instructional approaches have been
utilized in a wide variety of settings.
It has been aserted that self
instruction is just as effective as traditional teaching.
Self-instructional
teaching in certain situations has been shown to be both effective and
efficient by several users and researchers.
Xerox Basic System, Inc.
estimates that programmed instruction can reduce learning time by 30% to
50%.
The University of Florida
School of Medicine documents a 50%
12 -
I /
reduction in acquisition time and no reduction in retention using selfinstruction.
(Stevens, C.B., Enzor, M., Phillips, T., Small, P.A., ”An
Evaluation of Self-Instructional Package on Amino Acid Chemistry”, Journal
of Medical Education, 48:276-279, 1973.)
Some researchers have measured the effectiveness of initial uses of self
instruction in the population field.
Mullins and Perkin found that among
nurses in Thailand engaged in programmed learning about contraceptive technology,
scores for units on the Loop showed an average of 36% comprehension on the pre
test and 80% on the post-test while midwives scored 20% on the pre-test and 70%
on the post-test.
In a unit on oral pills, the nurses improved from 37% on the
pre-test to 85% on the post-test and midwives from 17% on the pre-test to 81% on
the post-test.
(Mullins, C. and Perkin, G.W., ”The Use of Programmed Instruction
in Family Planning Training Programs:
A Preliminary Report”, Studies in Family
Planning, The Population Council, 1969.)
Until recently programmed instruction in the Philippines has primarily been
for remedial purposes and generally limited to undergraduate courses at the
college level.
There was skepticism among some educators concerning (1) the
adaptability of self-instructional materials to biomedical topics and (2) the
acceptability of self-instructional materials to biomedical topics and (2) the
acceptability of self-instructional materials by professionals and sub
professionals.
Some questioned the acceptability of self-instruction in a
group-oriented culture.
A nation-wide study on the use of programmed learning
in the health sciences conducted in the Philippines by the Population Center
Foundation and the University of North Carolina revealed that programmed learning
can save up to 50% in learning time and costs with almost all subjects pre
ferring this method of training.
13 -
I i
A Study of Programmed Learning for
Continuing Education in Family Planning in
12 Month Budget for Programmed Instruction Study
Workshop:
20 Participants
Paper, supplies, typist
4 modules x 200 each
Project coordinator
(part time) 12 months
Secretary
(part time) 4^ months
Research Assoc.
(full time) 12 months
Transport
per month x 12 months
Consultants, artist
Postage, tel. & tel. Qtly reprts
Overhead & contingency
J
I
PROGRAMMED INSTRUCTION TODAY
By
Dr. Wilbur Schramm
Stanford University
The introduction of programmed instruction to developing countries presents
some delicate problems, and must be accomplished with caution and insight.
The problem is one of sharing skills, findings, and materials in a sensitive
and culturally bound area.
The United States, where most of the work on
programmed instruction has been done, must be prepared to share with the new
How it does so is of the greatest impor-
states, and certainly will do so.
tance.
The new states must be encouraged to resist fast-talking salesmen who
try to sell them programs and machines made in and for the United States.
At
the very least, these programs must be translated culturally as well as lin
guistically, and purchase of the machines may well be an unnecessary expendi
ture.
Furthermore, a nation’s education is a precious national possession and
responsibility.
The way to introduce a revolutionary new method like pro
grammed instruction into a national system is not to introduce materials but
to introduce the method—to build up competence in the new country so that it
can decide what programs it wants made, what use it wants made of the tools,
what it wants to buy, and what teachers it wants trained in the new techniques.
We are not certain how many American programs would be usable in any of these
new cultures; we are not even certain what changes would be required in the
programming method itself.
Therefore, any introduction of programmed instruc
tion into a developing culture should be combined with development, and the
findings should be shared as widely as possible, not only within the country
but among the developing countries,
Up to this point, we should be concerned
with sharing our knowledge with the new states,
Only after we understand the
requirements of programming for the given culture, and only after the country
has built up competence to make its own decisions about programmed instruc
tion, should we think of what materials (hardware) of programmed instruction
are appropriate.
The true revolutionary quality of programmed instruction lies in its
potential for helping to free man from inadequate curricula, from inflexible
concepts of ’’readiness ” and abilities, from the poverty of the self-contained
classroom and the lockstep of annual progress, from generations of ignorance
in traditional societies, from inadequate theories of learning and inadequate
use of capacities to learn.
S Y S T E M
S C I E N C E S.
I
N c.
- Media
5356.pdf
Position: 133 (34 views)