ERIC Number: ED081413
Record Type: Non-Journal
Publication Date: 1973-Feb
Reference Count: N/A
An Analysis of Student Attitudes toward Divergent Modes of Instruction: Implications for Individualized Instruction.
Sepe, Thomas D.; Connolly, John J.
The preferences of students for the learning environments and roles they must assume under two divergent instructional models--traditional group-oriented instruction and the self-instructional models--were examined. The study was conducted in two phases; Phase I focused on answering the questions concerning the convergence or divergence of student preference and the relationship of student characteristics to instructional choice; and Phase II undertook the investigation of student preferences for specific characteristics of each instructional model. Five descriptions for each instructional model were presented to two student samples at Harford Community College--219 freshmen and sophomores and 158 first-time freshmen--in Phase I. The model descriptions were modified for Phase II to produce a forced-choice questionnaire, containing eight pairs of statement describing comparable characteristics of each model, which was administered to four classes at four community colleges, a total sample of 384 students. The results of Phase I indicated that the students' preferences for instructional models divided the sample into two nearly equal groups. No significant relationship was found for age, sex, quality point index, major, grade expected, or self-rating of ability. The most prominent reason given for selecting the self-instructional model was the self-pacing characteristic, and that for the traditional model was the group emphasis. Phase II results showed that for seven of the eight pairs of characteristics, the students preferred the self-instructional model characteristics. Tables provide the study data. (DB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Harford Community Coll., Bel Air, MD.
Identifiers - Location: Maryland