A comparison of acquired and retained student attitudes toward an individualized and a regular in-class instructional approach

Sheppard, L. Bruce (1979) A comparison of acquired and retained student attitudes toward an individualized and a regular in-class instructional approach. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this study was to determine students' attitudes toward individualized instruction as compared to their attitudes toward a regular in-class approach. -- Two grade nine history classes were randomly selected to serve as experimental and control groups. The experimental group of 35 students was exposed to individualized study for three weeks while the control group containing 25 students worked in class with the regular approach to instruction. Following the three week instruction period, the Dubelle Student Preference Report, From B, was administered as a posttest while Form A of the Dubelle Student Preference Report was administered as a delayed posttest after four weeks had elapsed. -- The data from both the posttest and delayed posttest subjected to chi square analysis which revealed that there were no significant differences in student attitudes between the individualized study group and the regular in-class group. The data indicated, however, that while there was a preference for regular in-class instruction expressed by the majority of students from both groups, the exposure to the individualized study approach did not cause a negative reaction toward individualized study. Indeed, there was an indication that individualized study students had a more positive attitude toward it than students exposed to regular in-class instruction.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/11420
Item ID: 11420
Additional Information: Bibliography : leaves 97-103.
Department(s): Education, Faculty of
Date: 1979
Date Type: Submission
Library of Congress Subject Heading: Individualized instruction.

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