Jones H C
Med Educ. 1976 Jul;10(4):279-83. doi: 10.1111/j.1365-2923.1976.tb00459.x.
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 pre-test 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.
在一项实验中，使用了普通病理学中的两个幻灯片序列，以评估自测项目的价值，并确定将自测项目穿插在课程中还是全部放在序列末尾更好。这些课程以三种形式之一呈现给来自149人班级的36名学生的随机样本：版本1，无自测项目的幻灯片课程；版本2，在序列各部分之间穿插有自测项目的幻灯片课程；版本3，所有自测项目都在序列末尾的幻灯片课程。每个学生在学习课程的版本1、2或3之前都要进行一次预测试。一周后，他们进行了与预测试相同的后测试。与此同时，他们填写了一份关于教学方法的简短态度问卷。所有学生都从这些课程中学到了东西。两个课程的所有版本在预测试平均分数基础上，后测试成绩都有提高。对于一个课程，学习版本1、2或3的学生后测试平均分数之间没有显著差异，但对于另一个课程，各版本之间存在显著差异。在这种情况下，包含自测项目比没有自测项目更有利于学习，并且如果将自测项目放在序列末尾会更好。报告了对该方法的高度赞许态度。
