"Operation," which have a place in most physics classes somewhere between classroom lectures and laboratory experiments, were analyzed in comparison with other student learning activities. The data was secured through tape recordings of the normal lessons plus through short performance tests conducted at the end of each class. The method for the analysis was based upon uni-dimensionally corresponding the students' activities under each problem area with one of several categories. Results indicated that the powers of stipulating the degree of development of learning within the content of the students' activities is closely related to the degree of student's activity maintained within the content of that activity. Second, regarding the structure of "operations," the categories which make up the "operations" were classified and the role of each category was considered. The results helped to develop areas of distribution corresponding to the degrees of reliance of the "operation's" characteristics. This research, as outlined above, reported on the results of evaluation of a comparison of the content of learning activities during "operations," a method for analyzing such instruction, and the results of an analysis of the structure of "operations."

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This paper considers problems in splitting S-P (Student-Problem) tables as well as their application in learning diagnosis. It presents several methods, based upon cluster analysis and graph-theoretic models, for securing homogeneity by splitting a given S-P table into a number of S-P sub-tables. S-P tables are commonly used to diagnose not only student performance but also the quality of a test or instructional sequence. An ideal S-P table, based upon the Guttman scale, represents a situation in which both the students and the test items are perfectly homogeneous in the sense that there is just one factor involved in internal consistance or loading. With such an ideal S-P table the structure of the items can be recognized correctly. However, actual S-P tables are not always so homogeneous and therefore the items, in general, are barely Guttman-scalable. The S-P sub-tables obtained by the methods proposed in this paper have higher levels of homogeneity than do the original S-P tables from which they are developed. They can therefore be used to diagnose student performance and ability in more detail and more correctly. The author also discusses some applications of these S-P sub-tables in learning diagnosis and evaluation.

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The AECT, in 1974, published its guidelines for professional certification and accreditation in the field of educational technology. These guidelines include a list of nine functions (or competencies) required of specialists and technicians in the profession. By considering them to be the same as instructional objectives, these functions were used in a survey of the levels of training given in Bachelor's, Master's and Doctoral programs in twelve universities and colleges in the United States. It was concluded from the results of the survey that the Master's programs are successful in developing practioners in the field but that the Doctoral programs, designed to foster researchers, are not necessarily successful in their promotion of the independence of the field of educational technology.

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