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ERIC Number: ED112847
Record Type: Non-Journal
Publication Date: 1975-Jun
Pages: 30
Abstractor: N/A
Reference Count: N/A
The Effect of Individualized Instruction on Selected Cognitive and Affective Measures.
Maltin, Larry J.
The effect of individualized instruction programs on academic achievement and selected school related attitudes of elementary school children was studied. It was hypothesized that students in individualized programs would have significantly higher achievement scores, more positive attitudes toward school and self, greater self-direction, and assume greater responsibility than their peers in other programs. The findings were: (1) significant differences were not found in achievement scores that could be attributed to different levels of individualization; (2) students in the individualized groups had significantly higher self-direction scores; (3) students with higher measured IQ scores had more positive attitudes toward school and self; and (4) responsibility for academic achievement for the fourth grade sample seemed to be more a function of intelligence than any other single factor. The Individualized Instruction Scale and Affective Triad Scale is appended. (Author)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Project Individualized Instruction, Patchogue, NY.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title III