A Comparison of Traditional Classroom Instruction and Anchored Instruction with University General Education Students

1998 ◽  
Vol 13 (4) ◽  
pp. 99-109 ◽  
Author(s):  
John Langone ◽  
D. Michael Malone ◽  
Pamela M. Stecker ◽  
Eric Greene
Keyword(s):  
General Education ◽  
Traditional Instruction ◽  
Multiple Choice ◽  
Anchored Instruction ◽  
Future Research ◽  
General Education Students ◽  
Instruction Group ◽  
Post Test ◽  
Instruction Format

The effects of a traditional instruction format and an anchored instruction format on the immediate and long-term acquisition of knowledge of 100 university general education majors was examined. Participants were administered multiple-choice and essay format pre-tests, post-tests, and follow-up tests. Results revealed somewhat different within group patterns as well as important between group patterns. Both groups performed better on the post-test and follow-up test than on the pre-test. No differences between the two groups on the post-test were recorded. The anchored instruction group outperformed the traditional instruction group on the multiple-choice follow-up test and the traditional instruction group outperformed the anchored instruction group on the essay follow-up test. Implications for future research are discussed.

scholarly journals Tradeoffs in instruction format design for horizontal architectures

1989 ◽  
Vol 17 (2) ◽  
pp. 15-25 ◽  
Author(s):  
Gurindar S. Sohi ◽  
Sriram Vajapeyam
Keyword(s):  
Instruction Format

scholarly journals Modeling and Execution of Floating Point Parallel Processing Operation for RISC Processor

2020 ◽  
Vol 9 (3) ◽  
pp. 3783-3789
Keyword(s):  
Video Processing ◽  
High Speed ◽  
High Performance ◽  
Floating Point ◽  
Double Precision ◽  
Risc Processor ◽  
Small Set ◽  
Reduced Instruction Set Computer ◽  
Definition Of ◽  
Instruction Format

The development of processors with sundry suggestions have been made regarding a exactitude definition of RISC, but the prosaic concept is that such a computer has a small set of simple and prosaic instructions, instead of an outsized set of intricate and specialized instructions. This project proposes the planning of a high speed 64 bit RISC processor. The miens of this processor consume less power and it contrives on high speed. The processor comprises of sections namely Instruction Fetch section, Instruction Decode section, and Execution section. The ALU within the execution section comprises a double-precision floating-point multiplier designed during a corollary architecture thus improving the speed and veracity of the execution. All the sections are designed using Verilog coding. Monotonous instruction format, cognate prosaic-purpose registers, and pellucid addressing modes were the other miens. RISC exemplified as Reduced Instruction Set Computer. For designing high-performance processors, RISC is considered to be the footing. The RISC processor has a diminished number of Instructions, fixed instruction length, more prosaic-purpose register which are catalogued into the register file, load-store architecture and facilitate addressing modes which make diacritic instruction execute faster and achieve a net gain in performance. Thus the cardinal intent of this paper is to consummate the veridicality by devouring less power, area and with merest delay and it would be done by reinstating the floating-point ALU with single precision section by floating- point double precision section. Video processing, telecommunications and image processing were the high end applications used by architecture

The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms

2005 ◽  
Vol 21 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Richard T. Boon ◽  
Mack D. Burke ◽  
Cecil Fore ◽  
Vicky G. Spencer
Keyword(s):  
Social Studies ◽  
General Education ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Instruction Condition ◽  
Secondary Social Studies ◽  
Tenth Grade ◽  
The Impact ◽  
Instruction Format

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.

Development and Immediate Impact of a Self-Instruction Curriculum for an Adolescent Indicated Drug Abuse Prevention Trial

2002 ◽  
Vol 32 (2) ◽  
pp. 121-137 ◽  
Author(s):  
Steve Sussman ◽  
Clyde W. Dent ◽  
Sande Craig ◽  
Anamara Ritt-Olsen ◽  
William J. McCuller
Keyword(s):  
Drug Abuse ◽  
Alternative High Schools ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Student Group ◽  
Health Educator ◽  
Knowledge Change ◽  
Self Instruction ◽  
Self Learning ◽  
Instruction Format

This article describes the development and immediate impact of a self-instruction indicated drug abuse prevention program, Project Towards No Drug Abuse (TND). Self-instruction programming often is used to help youth that are at high risk for dropout and drug abuse to complete their high school education, and is a method of choice among educators at alternative high schools. This article describes the justification for the self-instruction program, keys to good programmed self-learning, and how a 12-session health educator delivered program was converted to a self-instruction format. In addition, the immediate impact of a 3-group experimental trial is presented. Health educator led, self-instruction, and standard care control conditions are compared on knowledge change, and the two program conditions are compared on process ratings. Self-instruction programming can be successfully adapted from a health educator-led format, though the lack of student group interaction in this modality may limit its receptivity among students.

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