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ERIC Number: ED015785
Record Type: RIE
Publication Date: 1966
Pages: 99
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
FACTORS ASSOCIATED WITH A PROGRAM FOR ENCOURAGING SELF-INITIATED ACTIVITIES BY FIFTH AND SIXTH GRADE STUDENTS IN A SELECTED ELEMENTARY SCHOOL EMPHASIZING INDIVIDUALIZED INSTRUCTION.
SCANLON, ROBERT G.
RECENT RESEARCH ON INDIVIDUALIZED INSTRUCTION AND ITS EFFECT ON SELF-INITIATED LEARNING BEHAVIOR SUGGESTS THAT A CLASSROOM ATMOSPHERE OF GUIDED SELF-DEVELOPMENT AND AN EDUCATIONAL SYSTEM ADAPTABLE TO INDIVIDUAL DIFFERENCES ARE MOST EFFECTIVE IN PROMOTING THE GROWTH OF THE PUPIL'S FULL TALENTS, CREATIVITY, AND INTEREST. THIS STUDY ATTEMPTED AN ANALYSIS OF THE RELATIONSHIP BETWEEN INDIVIDUALIZED INSTRUCTION AND SELF-INITIATION. DURING A 4-MONTH PERIOD, 28 FIFTH GRADE PUPILS AND 22 SIXTH GRADE PUPILS RECEIVED 3 EXPERIMENTAL TREATMENTS INTENDED TO ENCOURAGE SELF-INITIATED LEARNING BEHAVIOR. THESE INCLUDED (1) DEVELOPMENT OF A MATHEMATICS MATERIAL CENTER BY THE CHILDREN, (2) SELECTION OF OPTIONAL WORK IN MATHEMATICS, AND (3) REINFORCEMENT OF PUPILS BY THE TEACHER DURING MATHEMATICS CLASS. THE 3 TREATMENTS WERE INTRODUCED IN A STAGGERED ORDER, NOT ALL AT ONE TIME. STUDENTS WERE OBSERVED DURING MATHEMATICS, SCIENCE, AND SOCIAL STUDIES CLASSES BUT ONLY THE MATHEMATICS CLASS HAD AN INDIVIDUALIZED INSTRUCTION ORIENTATION. MEASURING INSTRUMENTS WERE DESIGNED TO QUANTIFY PUPIL BEHAVIOR. NINE HYPOTHESES WERE TESTED. FOUR WERE REJECTED, 5 WERE NOT. THE RESULTS INDICATED THAT MORE SELF-INITIATED BEHAVIOR WAS ENCOURAGED BY THE INDIVIDUALIZED MATHEMATICS CLASS THAN BY THE TEACHER-DOMINATED SCIENCE AND SOCIAL STUDIES CLASSES. THE GENERAL FINDING WAS THAT A HIGHLY-INDIVIDUALIZED CLASSROOM ENVIRONMENT ENCOURAGES SELF-INITIATED LEARNING BEHAVIOR. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pittsburgh Univ., PA. School of Education.
Identifiers: Oakleaf Elementary School PA; Pennsylvania (Pittsburgh)