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Journal of Educational Sciences > Volume 5, No. 2, 1993

The Effects of Using Reigeluth’s Elaboration Theory Versus Gagne’s Heirarchical Approach and the Random Order for Sequencing Instruction on Remember an Application Levels Learning / Afnan N. Darwazeh

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 Theory (RET) , the second group received the same passage but was sequenced according to Gagne‘s Hierarchical Approach (GHA) . and the third one received it in a Random Sequence (RS) .
On a 13-short answer immediate post test. questions measuring three levels of learning: Remember Specific Information (RSI), (AGI) ; F-test failed to show any significant main effect between the three groups; although the average achievement of RET group was higher than the GHA on RGI, AGI,. And the 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 group on all subtests, and the total test.

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