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activities completed, the amount of reading, the number of small group sessions attended and the size of learning stations. Organization of the data led to these conclusions:
1. All students in the trial group reacted positively
toward the program.
2. Interest was generated in the laboratory practicum.
3. The proficiency module permitted students to work
individually, with indication that individual
differences were met as students worked at a rate
according to their abilities and desires. (50)
Ricker tested the module a second time to determine statistically whether significant learning occurs through use of the proficiency module and to further investigate student reactions including types of learning activities each selected. Pretests were administered to the sample, twenty students enrolled in Elementary Science Methods. Posttests were conducted after the three weeks time allotted for the module. Test results, analyzed using the test for correlated data, revealed significant change in student performance. Other conclusions reported were:
1. Most students reacted positively to the mode of
instruction.
2. The laboratory practicum was selected as the
primary learning activity.
3. When given the opportunity students will select
different combinations of learning activities to
achieve the same objectives. (51)