A Study and Comparison of Experimenter Pacing and Student Pacing of Programed Instruction

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Abstract
This study examined the effects of fast, slow, and self-paced modes in the utilization of programed instruction. One hundred ten high and low-ability students were selected by the experimenter and randomly assigned to the three treatments. The results showed significant differences at the .01 level among treatments and among ability groups. An extended analysis of differences between differences showed significant interaction effects at the .05 level between the fast and slow-paced treatments and the two ability groups. The findings revealed that slower-than-average pacing and self-pacing are significantly superior to fast pacing for both high and low-ability students, and that low-ability students tend to do better under external pacing which is slower than self-pacing.

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