Programmed instruction is an individualized teaching method that breaks content into small steps and controls the learner's responses. It is based on operant conditioning theory and was popularized by B.F. Skinner in the 1950s. There are two main types: linear programming that presents content in a fixed order, and branching programming which allows learners to choose their own path through multiple choice questions. While programmed instruction aims to individualize learning, it also has limitations such as lacking creativity and social interaction.

1. PROGRAMMED INSTRUCTION
Submitted to, ANAMIKA MADAM
Submitted by, Gayathri Krishna

2. ProgrammedInstruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Major objectives of Programmed Instructions are:-
1) To help the student to learn by doing.
2) To provide the situation to learn at his own pace.
3) To help student to learn without the presence of a teacher.
4) To present the content in a controlled manner and in logically related steps.
Types of Programmed Instruction/Learning:-
PROGRAMMED INSTRUCTION
LINEAR PROGRAMMING BRANCHING PROGRAMMING

3. LINEAR PROGRAMMING
Linear programming refers to the Operant Conditioning Model of Teaching. This is
also termed as Skinnerian Programming or Extrinsic Programming. Major Characteristicsof
Linear Programmed Instruction Material are:-
1) Programmed Instruction is individualised
2) Teaching material is carefully ordered.
3) Programming device presents material to be learnt in minimal increments. It operates
the principle that we learn better in small steps.
4) Students‟ progress at their own pace and his rate of working is established by the
performance alone.
5) Students‟ answer is checked simultaneously against the correct response which
appears before next question.
Types of Linear Programme Frames:-
(1) INTRODUCTORY FRAMES –
Main function of Introductory frame is to relate entering behaviours of
learners to terminal behaviours.
(2) TEACHING FRAMES –
Main function of teaching frame is to impart new knowledge.
(3) PRACTICE FRAMES –
The purpose of practice frames is to practice the acquired new behaviours
through teaching frames.
(4) TESTING FRAMES –
The main focus of testing frames is to access as to how much have the
students learnt. These frames are related to terminal behaviours.
Features of Good Linear Programme:-
(a) It is accompanied with a self-explained set of instructions.
(b) It controls the individual difference of the learners.
(c) It provides reinforcement to the learners.
(d) It provides „Learning by Doing‟ situation.
(e) It is designed in logical sequence of content structure.
(f) Difficult concepts can be taught effectively.

4. Limitations of Linear Programming:-
(1) Every learner has to follow the same linear path.
(2) It generates controlled learning situation.
(3) It may be used to teach the conceptual and explanatory content but factual content
cannot be taught.
(4) It is a difficult and time consuming process to develop and prepare good programmed
instruction material.
(5) It does not suit the creative and bright students. Norman A Crowder says that Linear
Programming is an insult to intelligent students.
(6) It does not provide social motivation to learner which is important in human learning.
BRANCHING PROGRAMMING
In 1954, NORMAN CROWDER, a psychologist with United State Air Force was
asked to investigate the training of aircraft maintenance men. The technicians were being
taught to „trouble shoot‟ or repair faults, in a bomber navigation system. And there lies the
origin of Branching Programming. It started by way of an ordinary practical training
problem. Crowder‟s approach is based on the psychology of Individual Differences.
Branching Programming employs multiple choice response pattern. A student is
required to discriminate and choose the right answer which is presented along with a number
of other plausible but incorrect answers. The assumption in Branching Programme is that a
wrong response does not necessarily hinder in learning of a correct response. In a branching
programme, the response takes the form of a choice of various answers.
Branching Programming is also termed as Intrinsic Programming. Under this,
Learning process is pure internal or intrinsic. After exposure to the programme material, the
student has to discriminate a correct answer from the given multiple-choice questions. This
process is within the learner. The major rationale for the word „intrinsic‟ is that the student‟s
response is controlled by himself internally.
Fundamental Principles of Branching Programme
1) Principle of Exposition
 The learner should perceive the whole phenomena exposed to him.

5. 2) Principle of Diagnosis
 It refers to identifying the weakness of learner.
3) Principle of Remediation
 Diagnosis provides the basis for remediation or Remedial Instructions.
Structure of Branching Programme Frame
1) In this strategy, content is not presented in small steps but whole unit or concept is
presented.
2) The size of step may be a paragraph or two or whole page.
3) The learner perceives the whole concept and tries to comprehend.
4) He has to follow the Sequence Pages.
5) Therefore, branching programming text is known as Scrambled Text.
Characteristic of Good Branching Programming:-
1) Individualised Instruction
2) Freedom to respond
3) Remedial
4) Tutorial
5) Branching Programme has its roots in human training and techniques whereas linear
programming is based on psychological experiments conducted on Animals, Rats and
Pigeons.
6) Branching Programming is mainly concerned with teaching and instruction rather
than learning.
Advantages of Branching Programming:-
1) It serves four functions: a) Teaching
b) Diagnosis
c) Remediation
d) Reinforcement
2) It is based on the principles of Problem Solving. It generates appropriate situation of
Learning.
3)Scrambled text-book operates as tutorial strategy.
4) The focus of scrambled text is to provide remedial instruction and teaching.

6. Limitations of Branching Programming:-
1) The learner has to select a response from given multiple choice alternatives. He may
select his response by guessing without comprehending the concepts.
2) The scrambled text-book cannot be used effectively for primary students.
3) It has no sound theoretical formulation or theory.
4) It cannot be used for preparing instruction material every school subject.
Programmed Instruction method is based on psychological principles of Operant
Conditioning. The structure of teaching method is that the selected content is
analysed and broken into smaller elements. Each element is independent and
complete in itself. The programmer develops frames based on each element.
Responses are also provided to the learner. The correct response of the learner is the
new knowledge or new behaviour. Immediate confirmation of correct response
provides reinforcement whereas wrong responses require feedback.
Advantages of Programmed Instruction:
1) The main emphasis is on individual differences and student‟s involvement.
2) Students may learn at their own pace.
3) Students are exposed only to correct responses, therefore, possibility to commit errors
is reduced.
4) Reinforcement and feedback helps students to develop mastery over the content.
Disadvantages of Programmed Instruction:-
1) It is difficult to develop an instructional programme.
2) There is no chance for student‟s creativity.
3) Development of programme is not economical.
4) In the absence of teacher, students may spoil discipline of the class.
5) It cannot be applied at primary level of education.
Presence of the teacher helps in maintaining discipline of the class as well as
eradicating difficulties of the learners. Personal touch of the teacher can be more fruitful and
effective.

7. REFERENCES
1) Brumfit, C:„Problems and Principles in Language Teaching‟, Pergamon Institute of
English, 1980.
2) Crystal, D. „The Cambridge Encyclopaedia of the English Language‟, Cambridge
University Press, London 1995.
3) Sharma, Dr. Praveen, „Teaching of English: Skills and Methods‟, Shipra Publications,
Delhi, 2011.