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  3. Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kind

Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kind

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问题     Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kinds of students learn—college, high school, secondary, primary, preschool, adult, professional, skilled labor, clerical employees, military, deaf, retarded imprisoned every kind of students that programs have been tried on. Using programs, these students are able to learn mathematics and science at different levels, foreign languages, English language correctness, spelling, electronics, computer science, psychology, statistics, business skills, reading skills, instrument flying rules, and many other subjects; the limits of the topics which can be studied efficiently by means of programs are not yet known.
    For each of the kinds of subject matter and the kinds of student mentioned above, experiments have demonstrated that a considerable amount of learning can be derived from programs; this learning has been measured either by comparing pre-and post-tests or the time and trials needed to reach a set criterion of performance. (47)But the question, how well do students learn from programs as compared to how well they learn from other kinds of instruction, we cannot answer quite confidently.
    Experimental psychologists typically do not take very seriously the evaluative experiments in which learning from programs is compared with learning from conventional teaching. Such experiments are doubtlessly useful, they say, for school administrators or teachers to prove to themselves (or their boards of education) that programs work. (48)But whereas one can describe fairly well the characteristics of a program, can one describe the characteristics of a classroom teaching situation so that the result of the comparison will have any generality? What kind of teacher is being compared to what kind of program? Furthermore, these early evaluative experiments with programs are likely to suffer from the Hawthorne effect; that is to say, students are in the spotlight when testing something new, and are challenged to do well. (49)It is very hard to make allowance for this effect; therefore, the evaluative tests may be useful administratively, say many of the experiments, but do not contribute much to science, and should properly be kept for private use.
    These objections are well taken. And yet, do they justify us in ignoring the evaluative studies? The great strength of a program is that it permits the student to learn efficiently by himself. (50)Is it not therefore important to know how much and what kind of skills, concepts, insights, or attitudes he can learn by himself from a program as compared to what he can learn from a teacher? Admittedly, this is a very difficult and complex research problem, but that should not keep us from trying to solve it.

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答案要把这种因素考虑进去很难；因此，许多实验表明，评估性实验可能在管理上有价值，但对科学没有做出多大贡献，所以应当妥善保存用于个人目的。
解析 代词it的翻译：插入语的翻译；并列谓语的翻译。复合句。分号前为一简单句，同时为后一句的原因，其中的不定式短语为真正主语，翻译时直接代替it作主语；分号后为复合句，say many of the experiments为插入语，倒装结构，译成主句并提前；the evaluative tests may be...but do not contribute...and should properly be kept...为宾语从句，包含三个并列的谓语，由but和and连接，注意增加表示逻辑关系的连词。
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