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Abstract
The aim of the present study was to establish whether or not instructor attitude influenced student performance when learning from a program. A mathematics program was presented to three matched groups of students. They were given an introduction to their task in such a way that one group felt that the instructor was favourably disposed towards programmed instruction, the second group felt that the instructor was neither favourably nor unfavourably disposed towards programmed instruction and the third group felt that the instructor was not favourably disposed towards programmed instruction. Discriminant analysis indicated that significant differences existed between the groups in respect of their attitude, as measured by a short attitude questionnaire administered at the end of the program.
* This study was completed at Birkbeck College, under the general supervision of Mr. P. W. W. Cavanagh to whom the authors wish to record their grateful thanks. The authors also wish to acknowledge the assistance of the Training Command of the Royal Air Force.
Notes
* This study was completed at Birkbeck College, under the general supervision of Mr. P. W. W. Cavanagh to whom the authors wish to record their grateful thanks. The authors also wish to acknowledge the assistance of the Training Command of the Royal Air Force.