A systematic review of programmed learning approach in science education
AbstractNatural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a rel...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2189889 |
| _version_ | 1797671678755471360 |
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| author | Timur Sadykov Gulmira Kokibasova Yelena Minayeva Aliyash Ospanova Maral Kasymova |
| author_facet | Timur Sadykov Gulmira Kokibasova Yelena Minayeva Aliyash Ospanova Maral Kasymova |
| author_sort | Timur Sadykov |
| collection | DOAJ |
| description | AbstractNatural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a relatively low-risk setting. The programmed learning approach is a teaching and learning pedagogy that creates better learning experiences. Therefore, this systematic literature review focuses on the impact of programmed instruction on the learning process. The analysis was made based on the PRISMA review methodology. Five databases were searched to find 33 articles about the benefits of programmed instruction in science education published between 1970 and 2022. In terms of research participants, the majority of the studies (14 studies) focused on undergraduate students, college students (5 studies), lecturers/teachers (3 studies), mixed (2 studies), and adults (1 study). Our systematic review found the following benefits of programmed learning: effective and fun teaching approaches, proven favourable impacts on behaviour change, increased scores for college and secondary school students, and raised students’ interest. |
| first_indexed | 2024-03-11T21:19:02Z |
| format | Article |
| id | doaj.art-9e5f28a7681844d58a7ace0f6619b89d |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:19:02Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-9e5f28a7681844d58a7ace0f6619b89d2023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2189889A systematic review of programmed learning approach in science educationTimur Sadykov0Gulmira Kokibasova1Yelena Minayeva2Aliyash Ospanova3Maral Kasymova4Ph.D., Assistant professor of the Department of Inorganic and Technical Chemistry, Buketov Karaganda University, Karaganda, KazakhstanСandidate of Chemical Sciences, Professor of the Department of Inorganic and Technical Chemistry, Buketov Karaganda University, Karaganda, KazakhstanСandidate of Chemical Sciences, Associate professor of the Department of Organic Chemistry and Polymers, Buketov Karaganda University, Karaganda, KazakhstanСandidate of Chemical Sciences, Professor of the Department of Inorganic and Technical Chemistry, Buketov Karaganda University, Karaganda, KazakhstanСandidate of Chemical Sciences, Associate Professor of the Department of Physical and Analytical chemistry, Buketov Karaganda University, Karaganda, KazakhstanAbstractNatural science subjects have always been the most challenging for students in schools and universities. While the pandemic brought about a lot of new challenges, it also gave academics the chance to test out evaluation methodologies they had previously thought about but hadn’t used in a relatively low-risk setting. The programmed learning approach is a teaching and learning pedagogy that creates better learning experiences. Therefore, this systematic literature review focuses on the impact of programmed instruction on the learning process. The analysis was made based on the PRISMA review methodology. Five databases were searched to find 33 articles about the benefits of programmed instruction in science education published between 1970 and 2022. In terms of research participants, the majority of the studies (14 studies) focused on undergraduate students, college students (5 studies), lecturers/teachers (3 studies), mixed (2 studies), and adults (1 study). Our systematic review found the following benefits of programmed learning: effective and fun teaching approaches, proven favourable impacts on behaviour change, increased scores for college and secondary school students, and raised students’ interest.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2189889programmed instructionprogrammed learning approachteaching machinesystematic literature revieweducation |
| spellingShingle | Timur Sadykov Gulmira Kokibasova Yelena Minayeva Aliyash Ospanova Maral Kasymova A systematic review of programmed learning approach in science education Cogent Education programmed instruction programmed learning approach teaching machine systematic literature review education |
| title | A systematic review of programmed learning approach in science education |
| title_full | A systematic review of programmed learning approach in science education |
| title_fullStr | A systematic review of programmed learning approach in science education |
| title_full_unstemmed | A systematic review of programmed learning approach in science education |
| title_short | A systematic review of programmed learning approach in science education |
| title_sort | systematic review of programmed learning approach in science education |
| topic | programmed instruction programmed learning approach teaching machine systematic literature review education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2189889 |
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