Abstract
This study investigated instructional outcomes for postsecondary deaf students due to classroom structure, student participation, trait anxiety, and locus of control. Fifty-seven students at the National Technical Institute for the Deaf at the Rochester Institute of Technology were administered the aptitude measures and then instructed in four groups. A 1-hour facsimile of a classroom situation varied in terms of low versus high levels of structure and participation. Results were consistent with findings from similar studies with learners with normal hearing, and indicate the importance of an aptitude-by-treatment interaction paradigm for instructional research with deaf learners.
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