3. Lee Joseph Cronbach was an American
educational psychologist who made significant
contributions to psychological testing and
measurement. He was born on April 2nd 1916 in
Fresno, California. At the age of five he started
elementary; he was enrolled in the upper second
grade and he graduated from Fresno high school
at the age of fourteen. Later went to Fresno State
College where he got a master degree in
chemistry and mathematics when he was
nineteen years old.
4. Aptitude: A personal characteristic that
influences a person’s ability to perform a
specific task
Treatment: Researcher’s intervention to
determine its effects on the dependent variable
◦ In this context, the treatment is an instructional
intervention
Interaction: The effect of a treatment is
influenced by one or more other variables
Dr. K. A. Korb
University of Jos
5. ATI research is designed to determine whether
the effects of instructional methods are
influenced by specific characteristics of the
learners
Two Independent Variables
◦ Treatment and Aptitude
One Dependent Variable
◦ Academic Achievement
Dr. K. A. Korb
University of Jos
6. Aptitude-Treatment Interaction (ATI): The
effectiveness of instructional strategies
depends upon a person’s specific abilities
Aptitudes and instruction interact in
complex patterns
◦ The effectiveness of an instruction for a particular
student depends on the task and situational
variables
Dr. K. A. Korb
University of Jos
8. Classroom environmental structure and
Cognitive ability
◦ Highly structured instructional environments:
High level of teacher control
Well defined assignments
◦ Low structured instructional environments:
Freedom to pursue interests
Open-ended assignments
Highly structured instruction seems to help
students with low ability but hurt those with
high abilities
Dr. K. A. Korb
University of Jos
9. Low Structure High Structure
AcademicPerformance.
Low CA
High CA
Dr. K. A. Korb
University of Jos
10. Classroom
environmental
structure and
Academic anxiety
Anxious students
tend to learn better
in highly structured
classroom
environments; non-
anxious students
tend to prefer low
structure classroom
environments
Low Structure High Structure
AcademicPerformance.
Low Anxiety
High Anxiety
Dr. K. A. Korb
University of Jos
11. Treatment: Different methods of teaching the
same content
◦ Random assignment of students to the treatments
Aptitude: Pre-testing of aptitude that is
hypothesized to be more related to one
treatment than the other
Academic Performance: Post-testing of
academic performance as the dependent
variable
Overall Conclusion: Optimal learning results
when the instruction is exactly matched to the
aptitudes of the learner
Dr. K. A. Korb
University of Jos
12.
13. 1. Adult learning programs should capitalize
on the experience of participants.
2. Adult learning programs should adapt to the
aging limitations of the participants.
3. Adults should be challenged to move to
increasingly advanced stages of personal
development.
4. Adults should have as much choice as
possible in the availability and organization
of learning programs.
Cross, K.P. (1981). Adults as Learners. San Francisco: Jossey-Bass.
14. 1. There is a need to explain why specific things are
being taught
2. Instruction should be task-oriented instead of
memorization -- learning activities should be in
the context of common tasks to be performed.
3. Instruction should take into account the wide
range of different backgrounds of learners;
learning materials and activities should allow for
different levels/types of previous experience
4. Since adults are self-directed, instruction should
allow learners to discover things for themselves,
providing guidance and help when mistakes are
made.
Cross, K.P. (1981). Adults as Learners. San Francisco: Jossey-Bass.
15.
16. Internal
Conditions
Conditions
of Learning
External
Conditions
For intellectual skills to be learned:
- certain previously learned
prerequisites be recalled
For attitude to be learned :
- recall a respected model
exhibiting the attitude
For a motor skill to be learned:
- learner be able to practice the
skill and receive immediate feedback
on the correctness of the performance
For attitude to be learned :
- a model respected by the learner
must be provided
17. •Gaining attention
•Informing learners of the
objectives
•Stimulating recall of prior
learning
•Presenting the stimulus
•Providing learning guidance
•Eliciting performance
•Providing feedback
•Assessing performance
•Enhancing retention and transfer
Gagne’s Nine Events for Instructional Design
