Please use this identifier to cite or link to this item:
|Title:||Relationship of step size, response mode and knowledge of results to achievement in programmed instruction|
|Publisher:||Educational Psychology, University of Calgary|
|Description:||Bibliography: p. 85-90.|
Archival Copy: PL
|Appears in Collections:||University of Calgary Theses|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.