Task analysis: A post-quiz remediation strategy for personalized self-instruction

Matthew J. Hassett, Kathleen M. McCoy

Research output: Contribution to journalArticlepeer-review


This study was used to analyze the effects of a post-quiz remediation strategy in a Personalized System of Instruction (PSI) in an introductory university algebra course. Students were randomly assigned to two PSI groups, one with the post remediation strategy based on a task analytic approach and one without the post remediation strategy. Significant differences were found between the two groups. The post-quiz remediation strategy appears to be a practical alternative for remediation specialists and math lab directors.

Original languageEnglish (US)
Pages (from-to)8-11
Number of pages4
JournalJournal of Educational Research
Issue number1
StatePublished - 1979

ASJC Scopus subject areas

  • Education


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