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Abstract

The simultaneous effects of teaching method (self-directed, group directed, and teacher directed), allowed time for study, and two student variables (academic ability and assessment of treatment implementation) are described for student achievement in a high school biology course (ISIS). The variable student assessment of treatment implementation was viewed as a particularly important variable for two reasons: (1) in research by Stayrook, Corno, and Winne (1978) it has accounted for as much variance in achievement as the assigned treatment; and (2) it provides a means for controlling the range of implementation of teaching methods. A between-student analysis resulted in a description of effects complicated by interactions among all the variables. While the interactions were particularly strong in the student-directed method, it may generally be concluded that as time allowed for study decreased, students who perceived the treatment as being well implemented tended to have higher achievement. Also, it was found that the main effect of ability was quite strong. The results confirmed the importance of student assessment of treatment implementation as a descriptive variable. Additionally, the results suggest a qualification in the conclusion of Cronbach and Snow (1971) that individualized instruction tends to favor high-ability students; that conclusion may need to be modified to situations in which students fully perceive their autonomy.