ERIC Number: ED395564
Record Type: RIE
Publication Date: 1996-Apr
Matching Learner Preference to Preferred Amounts of Instruction.
Schnackenberg, Heidi L.; And Others
Some research indicates that individuals learn more when given control over their instruction, while other data suggests that individuals learn less effectively when given control over their instruction. This document describes a study which investigated the effects of matching university-level learners with the amount of instruction they prefer. Two hundred and three preservice teachers participated in the study. They completed a 10-item questionnaire about their preferences for high or low amounts of instruction. They were randomly assigned, sometimes according to preference and sometimes not, computer disks containing a "lean" or a "full" instructional program and told to complete the program within two weeks. Results include: (1) users of the full version scored higher on posttests than users of the lean version; (2) subjects who preferred a high amount of instruction had more positive attitudes toward the program than those who preferred lower amounts; (3) subjects assigned the lean version of the program generally had more positive attitudes than recipients of the full version; and (4) matching students to their preferred amount of instruction did not produce a significant difference in posttest achievement. Two appended tables illustrate the findings. (Contains 26 references.) (BEW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (New York, NY, April 8-12, 1996).