An Investigation of Effects of Knowledge of Results and Personality Factors on Transfer of Learning

The effects of Knowledge of Results as a treatment factor and some personality factors as predictors were investigated using linear programmed frames of elementary mathematics suitable for thirteen year old grammar school boys in transfer of learning experiments from the learning of concepts and rules to that of problem solving.
A pilot study indicated positive transfer and a significant difference between the experimental and control group. ‘Two experimental groups with two levels of KR (100% and 50%) land a control group were used in the main experiment in a randomised group design. Analysis of data indicated significance of (i) the treatment factor, (ii) the difference among the groups, and (iii) predictors like intelligence, attitude to mathematics, and past knowledge in mathematics, in transfer task scores.
The ‘Replication’ studies (based on randomised block designs) investigated the interaction of (i) KR-and-anxiety, and (ii) KR-and extraversion- introversion., Analysis of variance indicated significance of interaction of these factors in transfer task performance. The thesis ends with some suggestions for further research in the field of transfer of learning, and asks for future research to study the effects of introversion-extraversion in other, populations and in other situations where a full programme of careful training may upset the claims made for introversion being a helpful factor in academic achievement. The initial advantages of less anxious children in schoolroom learning of mathematics have been demonstrated.
Initial learning of new materials in mathematics is more likely to be favoured with 100% KR than otherwise. A positive attitude to mathematics has been shown to be of significant advantage to the -pupils. Gagne’s (1970) paradigms of learning postulating that the learning of concepts and rules facilitates problem solving have been supported as a result of this investigation.