![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The relationship between locus of control and three dimensions of discovery learning was investigated in a series of studies. Mathematics students were randomly assigned to treatments that differed in level of guidance, inductive or deductive sequencing, or use of small groups. A significant aptitude-treatment interaction occurred between locus of control and small-group instruction on the topic of networks. The other studies did not produce significant interactions, although varying the level of guidance did produce a trend in the predicted direction. Using inductive or deductive sequences of instruction did not appear to interact with locus of control.
Notes
1. This report is based upon work supportcd by the National Science Foundation under Grant No. SED 77-18531. Any opinions, findings, and conclusions explessed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation.
2. Presented at the Annual Meeting of the National Council of Teachers of Mathematics, Seattle, April 1980.
