THE IMPACT OF PROGRAMMED INSTRUCTION: A LONGITUDINAL ATTITUDE STUDY

Abstract>

A questionnaire designed to measure attitudes to programmed instruction with proven reliability and validity was given at weekly intervals to three forms in a mixed secondary modern school. Attitudes were found to decline significantly as the term progressed. Girls’ attitudes were often significantly more favourable, and did not decline as rapidly as boys’ attitudes. Attitudes were found to be related to both performance and personality measures. Teacher intervention had the effect of reversing attitude change, by stopping unfavourable attitudes developing.

Notes

* This study was completed at Birkbeck College under the general supervision of Mr. P. W. W. Cavanagh whilst this author was supported by an S.R.C. grant and with a grant for paper and punch card costs from the Central Research Fund of London University. This support is gratefully acknowledged.

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Notes on contributors

Grant Noble*

* This study was completed at Birkbeck College under the general supervision of Mr. P. W. W. Cavanagh whilst this author was supported by an S.R.C. grant and with a grant for paper and punch card costs from the Central Research Fund of London University. This support is gratefully acknowledged.