Preferences and learner control over amount of instruction

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This study examined the effects of assigning high school students to a computer-delivered geometry program that either matched or did not match their preferred amount of instruction as measured by a preprogram questionnaire. Students could adjust their program length by adding screens in a lean version of the program or by bypassing them in a full version. Matching students with their preferred program length did not produce improved posttest achievement and was particularly ineffective with students who preferred a low amount of instruction. The full version of the program was somewhat more effective than the lean version, primarily because of the better performance of low-preference students in the full version (mismatched) than in the lean one (matched).


Copyright 1996 American Psychological Association

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Publication Title

Journal of Educational Psychology

Published Citation

Hannafin, R. D. & Sullivan, H. J. (1996). Preferences and learner control over amount of instruction. Journal of Educational Psychology, 88(1), 162-173. DOI: 10.1037/0022-0663.88.1.162