Abstract
The purpose of this study was to investigate the effects of learning strategy training interventions and the incorporation of learner control on achievement, learning efficiency, and instructional choice, while subjects learned from a computer-based science tutorial. One hundred and seven sixth-graders were randomly divided into six cells, within a 3 × 2 factorial experimental design consisting of two treatment factors: Learner Control (Complete and Limited), and Strategy Training (Comprehensive, Partial, and No Training). An ANCOVA performed on the immediate posttest revealed an interaction between Strategy Training and Learner Control, favoring the Limited Learner Control, trained groups. However, the small positive achievement effects were not sustained over the delayed posttest. Total amount of review was not affected by treatments, but an interaction was found between Strategy Training (Partial vs. Comprehensive), and Learner Control on amount of review during practice. These findings are discussed within the framework of learning strategy training research and principles for instructional designs incorporating learner control.
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