Journal of Islamic Studies (Jun 1993)
The Effects of Using Reigeluth’s Elaboration Theory Versus Gagne’s Heirarchical Approach and the Random Order for Sequencmg Instruction on Remember and Application Levels Learning
Abstract
36 male and female community college freshmen were presnted with a 2000 word passage titled“The Scientific Method of Research." Subjects were randomly assigned into three experimental groups:the first goup received the passage which was sequenced according to Reigeluth’s Elaboration TheoryRET, , the second group received the same passage but was sequenced according to Gagne‘s HierarchicalApproach , GHA, . and the third one received it in a Random Sequence , RS, . On a l3-short answer immediate post test. questions measuring three levels of learning: RememberSpecific Information , RSI, , , AGI, ; F-test failed to show any significant main effect between the threegroups; although the average achievement of RE!" group was higher than the GHA on RGI. Ao1. Andthe total test. Whereas, the average achievement of GHA was higher than the RET on RSl subtest only.It also was noticed that the average achievement of RET and GHA groups was higher than the RS groupon all subtests, and the total test.
