ITEM SCRAMBLING IN A SELF-INSTRUCTIONAL PROGRAM *

A 4-unit, self-instructional program on geometry was used to study the effect of presenting program items in standard or random order. 36 2nd graders, divided into 2 matched groups, went through 2 versions of the program which differed only with respect to the sequence of items in the 3rd unit. The control group went through those items in the standard order; the experimental group in a random sequence. No statistically significant differences between the groups were found on indices of acquisition, retention, or transfer. The generality of the findings was discussed in light of program effectiveness and the correlation of IQ and performance. Decisions about the sequence in which material is presented are inherent in the process of constructing self-instructional programs. In a program designed to teach several concepts, one concept must be selected for initial treatment. If 10 items are used to teach a concept, these items must be ordered. While every programmer must make assumptions about ordering topics and items, there is little experimental evidence available which bears on the validity of such assumptions.