Last semester I gave the students a big book and selected sections using
the same objectives as in semesters earlier.
Results were lower retention and not as many objectives met. I think it
may be that students prefer a liner progression through the semester's
material without sections of non-addressed material spaced through the
text.
In my side job I teach younger students using Kumon (a Japanese
programmed method). Students do very well with it.
John
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