PROGRAMMED INSTRUCTION

INTRODUCTION
Programmed instruction, method of presenting new subject matter in a graded sequence
of controlled step.. Programmed instruction developed from simple, linear text models to
complex computer sequences that enable developers to create software that branches to
numerous set of feedback routines depending on the respondent’s answers.

MEANING
The instruction provided by teaching machine or programmed text book is referred to as
programmed instruction.

DEFINITION
 “programmed instruction is a planned sequence of experiences, leading to proficiency, in
terms of stimulus- response relationship that have proven to be effective. ”
-J E Espich and Bill Williams
 “programmed instruction is a method of designing reproducible sequence of instructional
events to produce a measurable consistent effect on a behaviour of each and every
acceptable student. ”
- Susan Markle, (1969)

CHARACTERISTICS
1. Frames and arranged sequentially.
2. Frequent response.
3. Self correcting feature.
4. Diagnostic feature.
5. Progresses at his own pace
6. Assumption about the learner
7. Terminal behavior is made observable and measurable.
8. An interaction programme in programmed learning.
9. Continuous evaluation
10. Discriminations and generalizations.

TYPES OF PROGRAMMING

It can be mainly divided into two:

 LINEAR PROGRAMMING
A linear programme is called a straight line programme as the learner starts from his
initial behaviour to the terminal behaviour following a straight line. The student proceeds
from one frame to the next until he completes the programme.

CHARACTERISTICS

 Exposed to small amount of information

 Correct responses can be rewarded and heir incorrect responses can be
corrected.
 Feed back
 Self pacing

SCOPE OF LINEAR PROGRAMMING

 Elementary education
Teacher is required to teach all subjects.
 Secondary education

 The diversity of interest and curriculum necessitates this method.

 It may be used as a remedial teaching.
 The class room teaching may be helpful for non- science teachers to prepare for
science, being compulsory subject up to high school.
 Correspondence education

 For high school students: To realize that the self instruction could be made
possible.
 For the school teachers: Programmed instruction will equip them with content
and new method of teaching.
 For university education: This will help the students who are under
correspondents to learn and can be brought at the part of regular students. Thus
they can maintain standard of higher education.

PRINCIPLES OF LINEAR PROGRAMMING

 Principle of small steps

 Principle of active responding
 Conformation
 Principle of self-pacing
 Student testing or evaluation
TYPES OF LINEAR PROGRAMMING

1. Constuct response:
Skinnerian type in which the learner has to construct response while going through
such formats of programme text.
2. Multiple choice questions:
Sydney L Pressy selected a response on each frame and it is presented in
discrimination frame sequence type of programme.
3. Conventional chaining:
John Barlow – in this type of formats each frame it is connected to 2 nd frame which
becomes a part of the stimulus of the 3rd and so on the down line.
4. Skip linear:
It uses the skipping device as it solving problems of review and over review where a
bright student may skip the simple programme.
5. Criterion frames:
This is used to direct the learner along linear path according to their responses at
those critical situations. The creation frames decides whether the student should go
through the particular sequence or not.
6. Ruleg system:
. The rule is given a complete form and the examples are in incomplete form. A
learner has to construct response to complete the example.
7. Egrule system:
The content is organised in terms of examples and then the rules. The examples are
given in complete form and the rule is in incomplete form.
 BRANCHING OR INTRINSIC STYLE PROGRAMMING
In an intrinsic or branching program, each frame presents more text than the average
linear frame. After reading, the user responds to an adjunct question, usually in a
multiple-option format.
PRINCIPLES
1. Principle of exposition
2. Principle of diagnosis
3. Principles of remediation
STRUCTURE OF BRANCHING PROGRAMME

The programmed text is called “Scrampled text” which consist of two types of
pages one home page and another wrong page.
HOME PAGE

This page consists of content or concept and flowed by multiple choice questions
which imvolve four aspects

1. Teaching
2. Response
3. Diagnosis
4. Reinforcement

WRONG PAGE

Wrong page or remedial frame –

1. Repeating the student response

2. Negative confirmation
3. Reason to why he/she is wrong
4. Further explanation in single language
5. Direction as to why the learner should go next.

TECHNIQUE OF BRANCHING PROGRAMME

 Backward programme
 Forward branching
 COMPUTER ASSISTED INSTRUCTION
A complete package of information is stored in the system and is presented
sequentially. The student may question computer and feed answer in to it. It helps determined
subsequent activities in the learning situations.

DEVELOPMENT OF A PROGRAMMED INSTRUCTION

The certain steps to be followed are

 Preparatory phase
 Writing phase
 Validation phase

ADVANTAGES OF PROGRAMMED INSTRUCTION

 Creative thinking and judgement.
 Improved the quality of education.
 Revolution in the social setting of the class-room.
 Problems of discipline have been automatically solved.
 Direction of individualized instruction.
 Presenting in small segments of information
DISADVANTAGES OF PROGRAMMED INSTRUCTION
1) Not eliminate competition or grades .
2) Manipulation of machine is not rewarding to children
3) Restricts freedom of choice
4) Inadequate provisions for variables.
5) Teacher- pupil contact completely lost.
6) No scope for providing this experience.

CONCLUSION
Programmed instruction is hardely new or revolutionary. It is a process of
constructing sequences of instructional material emphasizing interaction between learner and
programme.

JOURNAL ABSTRACT
PROGRAMMED INSTRUCTION REVISITED: A STUDY ON TEACHING
STEREOCHEMISTRY.