Programmed instruction was first developed in 1943 by B.F. Skinner. It involves breaking material down into small sequential steps and providing immediate feedback. There are three main types: linear programming which presents material in a straight path; branching programming which allows remedial paths for incorrect answers; and mathetics which uses a reverse chaining approach focusing on mastery of content. The techniques aim to actively engage students and allow self-paced learning without a teacher present. While effective for some, they also have limitations such as lack of motivation and difficulty developing materials.

1. Submitted To :
Dr. Vandana Aggarwal
Submitted By :
Sonam Sharma(16MSP1092)
Jyoti (16MSP1094)

2. Coined from principle of Operant Learning or Conditioning
First started ‘programmed learning’ in 1943 by B.F. Skinner and his
companions.
B.F. Skinner published a paper entitled ‘Science of Learning and art of
Teaching’.

3.  “Programmed instruction is the process of arranging the material to be
learned into a series of sequential steps that is from known to unknown.”
------ Smith and Moore
 “Programmed learning is a method of designing a reproducible sequence of
instructional events to produce a measurable and consistent effect on
behavior of each and every acceptable students.”
------ Susan Markle

4.  Principle of Small Steps
 Principle of Active Response
 Principle of Immediate Reinforcement
 Principle of Self –Pacing
 Principle of Self Evaluation

5.  To help the students for learning by doing.
 To provide the situation to learn at his/her own speed.
 To help the students to learn without the presence of teacher.
 To present the mater in a logical manner.
 To study himself.
 To evaluate himself.
 To compare his/her answer with the key .

6. Types of Programmed
Learning
Linear programming Branching
programming
Mathetics

7. o Developed by B.F. Skinner and his associates.
o Subject method will be divided into very small steps each of which is
called as frame.
o In each frame, the student to do something.
o After giving the answer for the question immediately, he can check
whether his answer in correct or wrong.
o Straight line – single track

8.  Linear Arrangement
 Small Steps
 Controlled Responses
 Active Responding
 Immediate Feedback
 Prompting
 Self- Pacing
 Simple Mechanism
 Minimum error

9.  Construct response
 Multiple choice type
 Conventional chaining
 Skip linear
 Criterion frames
 Egrule system
 Rulge system

10. Merits :
 Immediate knowledge
 Strengthen responses
 Division of frames
Demerits :
 Lack of Motivation
 No Freedom of choice
 No development of discriminative power
 No student centered
 No specific role of teacher
 Difficulty in finding background
 Guess work

11.  Developed by Norman, A. Crowder (1960).
 In this method the subject should select the answer for the
question(Objective Type).
 If subject’s answer is correct he will lead to the next frame.
 If subject’s answer is wrong he will lead to the remedial frame.
 After the remedial frame he will directed to the main frame.

13.  Based on traditional tutorial method
 Larger frame
 Multiple choice questions
 Alertness of learners
 Easier to develop frames
 Teaching and instruction
 Psychological and social motivation
 Meaningful units
 No hinderance by errors

14.  Principle of Exposition
 Principle of Diagnosis
 Principle of Remediation

15. Merits :
 Individualised instruction
 Larger frames
 Alertness of learning
 Development of creativity
 Programmed text & motivation
Demerits :
 Guessing
 Difficulty in multiple choice questions
 Difficulty in arranging the Branching Programme
 Not Suitable for small children
 Costly
 No suitable feedback
 Programmer’s imagination

16.  Developed by Thomas F. Gilbert.
 “Mathetics is defined as a systematic application of
reinforcement theory to the analysis and construction of
complex repertoires which represent the mastery in subject
matter.”
 Based on connectives theory of learning.
 Reverse chaining approach.

17.  Mastery step
 Motivation
 Reverse chaining
 Stimulus & response
 Prompting
 Prescription

18. ¤ Principle of Chaining
¤ Principle of Discrimination
¤ Principle of Generalization

19. Merits :
 More meaningful and valid.
 Easy and significant.
 Wide range of applicability.
 Complete training system
Demerits :
 Main emphasis is on mastery of the content rather than
changes in behavior of the learner.
 Retrogressive chaining of stimuli.
 Difficult to develop retrogressive learning package.