Abstract
The effectiveness of a revised instructional material compared with its prototype usually is determined by subjects’ performance on criterion-referenced tests. The alternative method outlined in this article - sequential analysis - appears to have several advantages over the traditional method. For one thing, it permits estimation of how much better (or worse) the revised material might be, in terms of both educational and statistical significance. In addition, it provides advance estimates of the number of subjects required (usually 50% fewer than traditionally), allows immediate analysis of data, and offers a scheme for controlling both Type I and Type II errors.
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Kandaswamy, S. Sequential model for appraising instructional superiority of a revised material. ECTJ 28, 186–193 (1980). https://doi.org/10.1007/BF02765365
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DOI: https://doi.org/10.1007/BF02765365