The value of self‐test items in tape‐slide instruction

Abstract

Summary Two tape‐slide sequences in general pathology were used in an experiment to assess the value of self‐test items and to determine whether it is better to intersperse the self‐test items in the programme or place them all at the end of the sequence. The programmes were presented to a random sample of thirty‐six students from a class of 149 in one of three forms: version 1, tape‐slide programme without self‐test items; version 2, tape‐slide programme with self‐test items interspersed between sections of the sequence; and version 3, tape‐slide programme with all self‐test items at the end of the sequence. Each student worked a pre‐test before studying versions 1, 2 or 3 of a programme. A week later they worked through the post‐test which was identical to the pre‐test. At the same time they filled in a short attitude questionnaire on the teaching method. All students learned from the programmes. There was improvement in the post‐test on the mean pretest scores for all versions of both programmes. For one programme there was no significant difference between the mean post‐test scores for students studying versions 1, 2 or 3, but for the other programme there was a significant difference between the versions. In this case the inclusion of self‐test items was better for learning than no self‐test items, and it was better if the self‐test items were placed at the end of the sequence. A highly favourable attitude to the method is reported.