ERIC Number: ED295655
Record Type: RIE
Publication Date: 1988-Jan
Reference Count: N/A
A Comparison of the Effects of Locus of Control with Feedback Strategies on Factual Information Recall and Retention During Computer Assisted Instruction.
This study investigated the effects of two factors on learner performance during computer-assisted instruction: locus of control, and varied feedback strategies. It was hypothesized that learners who attribute their successes and failures to internal events (Internals) will perform best under delayed feedback conditions, while those who attribute successes and failures to external events (Externals) will perform best given immediate feedback. In addition, it was hypothesized that there is significant interaction between feedback and locus of control. Junior high students from eighth and ninth grade classes were divided according to locus of control scores. Treatment consisted of giving immediate, delayed, or no feedback during computer assisted instruction to each group of students identified as having internal or external locus of control. Students were then tested for retention and recall. The results indicated that the Internals performed significantly better than the Externals on delayed feedback on the test for recall, but no other significant differences or interactions were found. The results of the data analyses are presented in four tables. (39 references) (Author/EW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331.