The integration of the systems approach to the design of instruction with the adult education principle of learner involvement in planning instruction was investigated in a course for master's level educational research students. The participatory instructional design model was implemented with one intact class of learners who made design decisions with regard to the instruction that was later delivered to them, as well as to another class of similar learners who did not participate in its design. Instruction for the same content area was developed according to a nonparticipatory systems approach model, and delivered to a third class of similar learners. / Achievement and attitudes toward instruction were assessed for the three groups with a criterion-referenced test and questionnaire. Another questionnaire was used to assess the reactions of the participant group to their design experience. Achievement and attitudes of two subgroups within the participation group were also compared. / No significant differences were found among the groups or participant subgroups (p (LESSTHEQ) .05) regarding any of the stated hypotheses. Significant positive correlations were found, however, between actual level of participation and desire for involvement in the following three phases of instructional development: (a) determining procedures for constructing criterion-referenced tests, (b) determining instructional strategy, and (c) developing and selecting instruction. Participation level was also found to be positively related to the degree to which a student viewed the design process as a good use of class time. The results suggest that it may not always be necessary to require adults to participate in the design process in order to create effective instruction that is well received by learners; also, that adult learner involvement at the design stage and one-to-one formative evaluation with a draft of the instruction can be effective alternatives to each other. / Source: Dissertation Abstracts International, Volume: 45-05, Section: A, page: 1246. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75329 |
| Contributors | GALLAGHER, JO DEININGER., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 230 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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