62 children in Grades 2 through 5 were matched on the variables of sex, race, and age. Each member of the matched pairs was randomly assigned to a choice (treatment) or no-choice (control) group. Subjects in the choice group were asked to choose between individualized and group instructional methods; those in the control were assigned the methods by a teacher. Two verbal tasks and measures were administered to all subjects. A 2 (choice) × 4 (age) factorial analysis of variance yielded a significant difference in the predicted direction for choice. The results substantiate current practices.
Get full access to this article
View all access options for this article.
References
1.
BurrB. D.Student participation in the selection of instructional objectives for a computer resource guide which teachers use to preplan the individualization of instruction. Unpublished doctoral dissertation, State Univer. of New York at Buffalo, 1971.
2.
DequinH. D.A study of the effect on achievement as influenced by the relationship between the individual's cognitive style and instructional mode. Unpublished doctoral dissertation, Wayne State Univer., 1972.
3.
FryE. B.Reading instruction for classroom and clinic. New York: McGraw-Hill, 1972.
