1) The document discusses branching programming, which originated from investigating how to teach aircraft maintenance technicians to troubleshoot systems. It involves presenting material in frames with questions that branch the learner to different frames based on their answers. 2) An example is provided of developing branching programmed material to teach a chapter from the social science textbook on natural vegetation and wildlife. The material is presented over several frames with multiple choice questions that send the learner to different frames depending on their response. 3) The benefits of branching programming include teaching, diagnosis, remediation, and reinforcement based on problem solving principles. However, limitations include learners possibly guessing without understanding and high costs of preparation and revision.

1. BRANCHING
PROGRAMMING
SUBMITTED BY:
KANWARJEET KAUR NANGLI
M. ED SEMESTER IV
EDUCATION DEPARTMENT, GURU NANAK DEV
UNIVERSITY, AMRITSAR.

2. 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.

3. EDUCATIONAL PERSPECTIVE OF BRANCHING
PROGRAMMING:
• After exposure to the programmed material, the student
has to discriminate a correct answer from the given
multiple- choice questions. This process is within the
learner. The major rationale fir the word “intrinsic” is that
the student’s response is controlled by himself internally.

4. PRINCIPLES OF BRANCHING PROGRAMME:
PRINCIPLE OF EXPOSION.
{Ex. The learner should perceive the whole phenomena exposed to him}.
PRINCIPLE OF DIAGNOSIS.
{Ex. It refers to identifying the weakness of learner.}
 PRINCIPLE OF REMEDIATION.
{Ex. Diagnosis provides the b asis for remediation or remedial
instructions.}

5. STRUCTURE OF BRANCHING PROGRAMME
FRAME:
• In this strategy, content is not presented in small steps but whole unit
or concept is presented.
• The size of step may be a paragraph or two or whole page.
• The learner perceives the whole concept and tries to comprehend.
• He has to follow the sequence pages.
• Therefore, branching programming text is know as SCRAMBLED
TEXT.

6. FEATURES OF BRANCHING
PROGRAMME:
• Material in a frame is larger; much information is presented at each
step. A step may consist of two or more paragraphs and sometimes
a full page.
• Learner has freedom to choose his own path of action according to
the background of the subject matter. The learner controls the
exact sequence that he will follow.
• Student is more alert and concentrates on the subject.
• The programmer has ample opportunity to exploit the literary

7. DEVELOPING BRANCHING PROGRAMMED
MATERIAL FOR TEACHING SOCIAL SCIENCE
OF CBSE CLASS IX:
• In this study we converted the chapter “ Natural Vegetation and
Wildlife” from social science subject of CBSE class IX. The chapter
was taught on the principles of branching instructions. A part of
the chapter converted into framework is shown as follow:

8. FRAME NO 1:
• Q1. MAN MODIFIES NATURAL VEGETATION FOR FARMING,………..AND ……….,
ECONOMIC AND URBAN DEVELOPMENT.
a) Cooking and building material.{See frame no 2}
b) Mining and industrial.{See frame no 4}.
c) Road construction and mining.{See frame no 5}.
Natural vegetation refers to the garment
of plants and trees that exists in areas
before it is modified by man for farming,
….. and …..,economic and urban
development.

9. FRAME NO 2:
• Q4{a}. Your answer is incorrect. Return to frame no 4 and read the passage given in the frame
carefully.
• Q3{a}. Your answer is correct now. Go to the next question.
• Q1{a}.Your answer is incorrect. Return to frame no 1 and read the passage given in the frame carefully.
• Q6{b}. Your answer is incorrect. Return to frame no 4 and read the passage given in the frame
carefully.
• QUESTION NO 2. Tree forests covers ……….Of the earth’s surface.
• {A} 2.9% {FRAME NO 7}
• {B} 9.4% {FRAME NO 5}
• {C} 16.3% {FRAME NO 6}.
Forests refers to as a wood or woods, is an
area with a high density of trees. Tree forests
covers …..% of the earth’s surface.

10. FRAME NO 3:
• Q5{a}. Your answer is incorrect. Return to frame no 5 and read the passage given in the frame
carefully.
• Q6{c}. Your answer is correct. Now move to next question.
• Q4{c}. Your answer is incorrect. Return to frame no 4 and read the passage given in the frame
carefully.
• Q7{b}. Your answer is incorrect. Return to frame no 7 and read the passage given in the frame
carefully.
• QUESTION 3: TROPICAL EVERGREEN FORESTS RECEIVE………RAINFALL.
• {a}. HEAVY {FRAME NO 2}
• {b}. LOW {FRAME NO 5}
• {c}. MODERATE { FRAME NO 6}.
Tropical evergreen forests occurs in the
regions near the equator and close to the
tropics.These regions are hot and
receive…..Rainfall throughout the year.

11. FRAME NO 4:
• Q7{a}. Your answer is incorrect. Return to frame no 7 and read the passage given in the
frame carefully.
• Q1{b}. Your answer is correct. Now move to next question.
• Q5{c}. Your answer is incorrect. Return to frame no 5 and read the passage given in the
frame carefully.
• QUESTION 4: TROPICAL DECIDOUS REGIONS EXPERIENCE….. CHANGES.
• {a}. CLIMATIC {FRAME NO 2}
• {b}. SEASONAL {FRAME NO 5}
• {c}.NATURAL {FRAME NO 3}
Tropical decidous are the monsoon
forests in large parts of india, northern
australia and in central america.These
regions experience ….. changes.

12. FRAME NO 5:
• Q4{b}. Your answer is correct. Now move to next question.
• Q1{c}. Your answer is incorrect. Return to frame no 1 and read the passage given in the frame
carefully.
• Q2{b}. Your answer is correct. Now move to next question.
• Q3{b}. Your answer is incorrect. Return to frame no 3 and read the passage given in the frame
carefully.
• QUESTION 5: CONIFEROUS FORESTS ARE ALSO CALLED AS……….
• {a}. TROPICAL {FRAME NO 3}
• {b}. TAIGA {FRAME NO 7}
• {c}. TUNDRA {FRAME NO 4}.
Coniferous forests are also called….These
forests trees{coniferous} are tall, soft wood
evergreen trees.

13. FRAME NO 6:
• Q2{c}. Your answer is incorrect. Return to frame no 2 and read the passage given in the frame
carefully.
• Q7{c}. Your answer is correct. Now move to next question.
• Q3{c}. Your answer is incorrect. Return to frame no 3 and read the passage given in the frame
carefully.
• QUESTION 6: GRASSLANDS HAVE VEGETATION MAINLY AS ……
• {a}. TREES {FRAME NO 7}
• {b}. SHRUBS {FRAME NO 2}
• {c}. GRASS {FRAME NO 3}
Grasslands are areas where vegetation is
mainly ….These are tropical, Temperate and
thorny.

14. FRAME NO 7:
• Q6 {a}. Your answer is incorrect. Return to frame no 6 and read the passage given in the
frame carefully.
• Q5{b}. Your answer is correct. Now move to next question.
• Q2{a}. Your answer is incorrect. Return to frame no 2 and read the passage given in the
frame carefully.
• QUESTION 6: ……. IS AN INTEGRAL PART OF OUR ECOSYSTEMS.
• {a}. NATURAL LIFE {FRAME NO 4}
• {b}. HUMAN LIFE {FRAME NO 3}
• {c}. WILD LIFE {FRAME NO 6}
….. Is an integral part of our ecosystem.It
is found in all ecosystems, deserts,
forests, rainforests, plains etc.

15. MERITS OF BRANCHING PROGRAMMING:
 Teaching.
Diagnosis.
Remediation.
Reinforcement
It is based on the principles of problem solving.It generates approximate
situation of learning.
Scrambled text- book operates as tutorial strategy.
The focus of scrambled text is to provide remedial instruction and teaching.

16. DEMERITS OF BRANCHING
PROGRAMMING:
The learner may guess the correct response without understanding the subject
matter of the frame.
Infinite branching cannot be provided. It cannot cater to the needs of the
individuals. It is very difficult to find out the total number of branches for each
individual.
Cost of preparation is high, audio-visual equipment is costly.
The programme needs revision after every two years which is very costly affair.
Programme are the product of programmer’s imagination and it is he who
decides diagnostic questions and level of content.