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Updated: May 31, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

College-level instruction: derived relations and programmed instruction.

Daniel M Fienup1, Jeffery Hamelin, Kimberly Reyes-Giordano

  • 1Department of Psychology, Queens College, Flushing, New York 11367, USA. daniel.fienup@qc.cuny.edu

Journal of Applied Behavior Analysis
|June 29, 2011
PubMed
Summary
This summary is machine-generated.

Programmed instruction effectively teaches college material by integrating derived relations. This economical method shows promise for complex subjects, but more research is needed on technological factors.

Keywords:
college studentsderived relationsprogrammed instruction

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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Last Updated: May 31, 2026

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Published on: September 11, 2021

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Instructional Design

Background:

  • Traditional college instruction faces challenges in effectively and economically teaching complex concepts.
  • Programmed instruction, a structured learning approach, has shown potential for improving educational outcomes.
  • Integrating derived relations within programmed instruction offers a novel pedagogical strategy.

Purpose of the Study:

  • To evaluate the effectiveness and economy of programmed instruction that integrates derived relations for college-level academic material.
  • To explore the applicability of this instructional method in complex domains such as mathematics and biology.
  • To identify areas for future research, particularly concerning technological variables.

Main Methods:

  • The study reviews existing research on programmed instruction incorporating derived relations.
  • It analyzes the application of this method in college-level mathematics and biology.
  • The review discusses the implications of technological variables in implementing such programs.

Main Results:

  • Programmed instruction with derived relations has proven effective and economical for teaching complex college subjects.
  • The approach demonstrates significant potential for broader application across various academic domains.
  • Existing studies highlight the need for further investigation into technological aspects.

Conclusions:

  • Programmed instruction integrating derived relations is a viable and efficient method for college education.
  • Further research is warranted to explore technological integrations and expand its application.
  • This approach offers a promising avenue for enhancing learning in higher education.