ERIC Number: ED330332
Record Type: RIE
Publication Date: 1990
Reference Count: 0
The Effects of Advisement and Locus of Control on Achievement in Learner-Controlled Instruction.
Santiago, Rowena S.; Okey, James R.
The purpose of this study was to investigate three types of academic advisement used in computer based instruction (CBI) with learner controlled conditions and their effects when used among learners of varying locus of control orientation. There were three advisement treatments: (1) adaptive, which gives information related to the amount of instruction the learners need to do; (2) evaluative, which gives information on the required mastery level; and (3) directive, which includes advice on how to go about the instruction or how to approach the lesson. Using Rotter's I-E scores, learners were classified as having internal, middle, or external locus of control. A randomized, posttest-only design was used. Seventy-four preservice teachers worked on a tutorial about Gagne's events of instruction, received advisement during the practice phase of the lesson, and took the posttest. Main effects and interaction were tested using two-way ANOVA. When no interaction was found significant and main effects were significant, mean scores were compared using Fisher's PLSD. Compared to evaluative advisement, adaptive advisement resulted in the following: higher posttest achievement, advisement being followed more frequently during the start of the practice phase; and greater amount of practice done. Among LOC groups, externals followed the advisement given just as frequently as internals. Both groups chose to do the same amount of practice but their achievement differed. Internals did better than externals on the posttest. (16 references) (DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference of the Association for the Development of Computer-based Instructional Systems (32nd, San Diego, CA, October 28-November 1, 1990).