ERIC Number: ED116815
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
An Investigation of Children's Concept of Self-Responsibility for Their School Learning.
Wang, Margaret C.; Stiles, Billie
This study investigated the extent to which an instructional-learning management system (the Self-Schedule System) is effective as an intervention technique in promoting the development of young children's self-responsibility in managing their school learning. A student interview questionnaire, the Self-Responsibility Interview Schedule, was constructed to assess children's knowledge about what they do in school, and whether they perceive that they, rather than the teacher, are responsible for managing their own learning. A total of 134 second graders enrolled in individualized instruction programs at two schools were divided into three experimental groups: (1) a class which adopted the Self-Schedule System; (2) three classes (from the same school) serving as one comparison group; and (3) classes (from a second school) serving as another comparison group. The majority of children in groups 1 and 2 came from low-income black families; children in group 3 came from suburban lower middle class white families. Measures of self-responsibility for school learning, student perception of intellectual achievement responsibility, and student task performance were used in the investigation. Results indicate that the Self-Schedule System significantly affected children's perception of self-responsibility for their school learning as well as their rate of task completion. (Author/ED)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.