ERIC Number: ED320565
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Locus of Control and Learner Control of CAI.
Lopez, Cecilia L.; Sullivan, Howard J.
The purpose of this study was to investigate the effects of three levels of learner control (no control, moderate control, and high control) on the achievement and continuing motivation of Hispanic students. Two weeks prior to the experimental part of the study, 101 seventh and eighth grade Hispanics were pre-assessed along an internal-external dimension. Subjects were stratified by sex and grade, then randomly assigned within classes to one of three versions of a computer-assisted instructional program on insects. In the no learner control version, subjects were assigned to the complete computer-assisted instruction (CAI) program consisting of informational screens plus all practice questions, feedback, and content reviews for missed items. Subjects in the moderate learner control version received the informational screens, practice items, and feedback, but had the option of bypassing each content review. The high learner control version gave students the option of bypassing each set of practice questions, as well as the content review, for each question they responded to but answered incorrectly. Continuing motivation data revealed a significant preference to study science when it was presented on the computer as compared to study of another subject in paper and pencil form. Analysis of en route data revealed that subjects under high learner control chose to receive practice 89 percent of the time, resulting in a small practice difference of 11 percent between program control and high learner control. Although females were found to have a much more internal locus of control than males, there was no evidence that Hispanic learners with an internal locus of control perform better than those with an external locus when given a relatively high degree of control in a CAI program. (32 references) (Author/GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).