Research has shown that some students benefit more from certain instructional modes than do others (Harper, 1973; Allen, Giat, and Cherney, 1974; Doty, 1967). A personalized system of instruction and the traditional lecture-discussion format were used as alternate modes of instruction in the present study. This study used locus of control and mode of instruction, along with mental ability, to increase predictability of course performance. Predictability was not increased by these variables. Results of a regression analysis showed that only a total of 11.6% of the variance in final course grades could be accounted for by the predictor variables (i.e. locus of control, mode of instruction, and mental ability". Possible confounding factors include different individual teaching styles, different textbooks, and quantity of reinforcement given to the students for progress. Further research in which these variables are controlled may indicate different results.
| Identifer | oai:union.ndltd.org:WKU/oai:digitalcommons.wku.edu:theses-3299 |
| Date | 01 December 1979 |
| Creators | Edwards, Susan |
| Publisher | TopSCHOLAR® |
| Source Sets | Western Kentucky University Theses |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses & Specialist Projects |
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