Self- versus instructor-pacing: Achievement, evaluations, and retention

Student procrastination is an important concern in personalized systems of instruction. The present study compared progress made on course work by 2 groups of students--one self-paced (75 Ss) and one instructor-paced (74 Ss)--in a course taught using the personalized system of instruction. Ss were a...

Full description

Saved in:
Bibliographic Details
Published in:Journal of educational psychology 1978-04, Vol.70 (2), p.224-230
Main Authors: Morris, Edward K, Surber, Colleen F, Bijou, Sidney W
Format: Article
Language:English
Subjects:
College Academic Achievement
College Students
Course Evaluation
Educational Objectives
Human
Individualized Instruction
Retention
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-a216t-9489a9198ada928ead5860823ab1c465d82b9a4d6c8fcee1d766cd7833a6d2873
cites
container_end_page 230
container_issue 2
container_start_page 224
container_title Journal of educational psychology
container_volume 70
creator Morris, Edward K
Surber, Colleen F
Bijou, Sidney W
description Student procrastination is an important concern in personalized systems of instruction. The present study compared progress made on course work by 2 groups of students--one self-paced (75 Ss) and one instructor-paced (74 Ss)--in a course taught using the personalized system of instruction. Ss were also compared on measures of course achievement and evaluations and a 9-mo content retention test. Results show that even though the self-paced group procrastinated while the instructor-paced group did not, both scored similarly on pre-, post-, and retention tests and were equally satisfied with the course. Moreover, no differences were found in the number of units completed, final grade distributions, or course withdrawal rates. The withdrawal rate data and the tendency for the self-paced group to score better on the retention test are discussed in terms of educational objectives. (29 ref)
doi_str_mv 10.1037/0022-0663.70.2.224
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_614360774</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>614360774</sourcerecordid><originalsourceid>FETCH-LOGICAL-a216t-9489a9198ada928ead5860823ab1c465d82b9a4d6c8fcee1d766cd7833a6d2873</originalsourceid><addsrcrecordid>eNpFkE1Lw0AQhhdRsH78AU9BPDZxP9L98FaKVqHgQT0v092JpqRJ3N0U-u9NqehpeJnnnYGHkBtGC0aFuqeU85xKKQpFC15wXp6QCTPC5JwpeUomf8A5uYhxQykVY5iQ5Rs2VZ7tMMQhZnUbUxhc6kLeg6vbz4ds7r5q3OEW2zTNcAfNAKnu2jjNoPVZwDQuxnxFzipoIl7_zkvy8fT4vnjOV6_Ll8V8lQNnMuWm1AYMMxo8GK4R_ExLqrmANXOlnHnN1wZKL52uHCLzSkrnlRYCpOdaiUtye7zbh-57wJjsphtCO760kpVCUqXKEeJHyIUuxoCV7UO9hbC3jNqDL3vQYQ86rKKW29HXWLo7lqAH28e9g5Bq12C06Id_7AdcUWna</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614360774</pqid></control><display><type>article</type><title>Self- versus instructor-pacing: Achievement, evaluations, and retention</title><source>APA PsycARTICLES</source><creator>Morris, Edward K ; Surber, Colleen F ; Bijou, Sidney W</creator><creatorcontrib>Morris, Edward K ; Surber, Colleen F ; Bijou, Sidney W</creatorcontrib><description>Student procrastination is an important concern in personalized systems of instruction. The present study compared progress made on course work by 2 groups of students--one self-paced (75 Ss) and one instructor-paced (74 Ss)--in a course taught using the personalized system of instruction. Ss were also compared on measures of course achievement and evaluations and a 9-mo content retention test. Results show that even though the self-paced group procrastinated while the instructor-paced group did not, both scored similarly on pre-, post-, and retention tests and were equally satisfied with the course. Moreover, no differences were found in the number of units completed, final grade distributions, or course withdrawal rates. The withdrawal rate data and the tendency for the self-paced group to score better on the retention test are discussed in terms of educational objectives. (29 ref)</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.70.2.224</identifier><language>eng</language><publisher>American Psychological Association</publisher><subject>College Academic Achievement ; College Students ; Course Evaluation ; Educational Objectives ; Human ; Individualized Instruction ; Retention</subject><ispartof>Journal of educational psychology, 1978-04, Vol.70 (2), p.224-230</ispartof><rights>1978 American Psychological Association</rights><rights>1978, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a216t-9489a9198ada928ead5860823ab1c465d82b9a4d6c8fcee1d766cd7833a6d2873</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids></links><search><creatorcontrib>Morris, Edward K</creatorcontrib><creatorcontrib>Surber, Colleen F</creatorcontrib><creatorcontrib>Bijou, Sidney W</creatorcontrib><title>Self- versus instructor-pacing: Achievement, evaluations, and retention</title><title>Journal of educational psychology</title><description>Student procrastination is an important concern in personalized systems of instruction. The present study compared progress made on course work by 2 groups of students--one self-paced (75 Ss) and one instructor-paced (74 Ss)--in a course taught using the personalized system of instruction. Ss were also compared on measures of course achievement and evaluations and a 9-mo content retention test. Results show that even though the self-paced group procrastinated while the instructor-paced group did not, both scored similarly on pre-, post-, and retention tests and were equally satisfied with the course. Moreover, no differences were found in the number of units completed, final grade distributions, or course withdrawal rates. The withdrawal rate data and the tendency for the self-paced group to score better on the retention test are discussed in terms of educational objectives. (29 ref)</description><subject>College Academic Achievement</subject><subject>College Students</subject><subject>Course Evaluation</subject><subject>Educational Objectives</subject><subject>Human</subject><subject>Individualized Instruction</subject><subject>Retention</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1978</creationdate><recordtype>article</recordtype><recordid>eNpFkE1Lw0AQhhdRsH78AU9BPDZxP9L98FaKVqHgQT0v092JpqRJ3N0U-u9NqehpeJnnnYGHkBtGC0aFuqeU85xKKQpFC15wXp6QCTPC5JwpeUomf8A5uYhxQykVY5iQ5Rs2VZ7tMMQhZnUbUxhc6kLeg6vbz4ds7r5q3OEW2zTNcAfNAKnu2jjNoPVZwDQuxnxFzipoIl7_zkvy8fT4vnjOV6_Ll8V8lQNnMuWm1AYMMxo8GK4R_ExLqrmANXOlnHnN1wZKL52uHCLzSkrnlRYCpOdaiUtye7zbh-57wJjsphtCO760kpVCUqXKEeJHyIUuxoCV7UO9hbC3jNqDL3vQYQ86rKKW29HXWLo7lqAH28e9g5Bq12C06Id_7AdcUWna</recordid><startdate>197804</startdate><enddate>197804</enddate><creator>Morris, Edward K</creator><creator>Surber, Colleen F</creator><creator>Bijou, Sidney W</creator><general>American Psychological Association</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>197804</creationdate><title>Self- versus instructor-pacing: Achievement, evaluations, and retention</title><author>Morris, Edward K ; Surber, Colleen F ; Bijou, Sidney W</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a216t-9489a9198ada928ead5860823ab1c465d82b9a4d6c8fcee1d766cd7833a6d2873</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1978</creationdate><topic>College Academic Achievement</topic><topic>College Students</topic><topic>Course Evaluation</topic><topic>Educational Objectives</topic><topic>Human</topic><topic>Individualized Instruction</topic><topic>Retention</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Morris, Edward K</creatorcontrib><creatorcontrib>Surber, Colleen F</creatorcontrib><creatorcontrib>Bijou, Sidney W</creatorcontrib><collection>CrossRef</collection><collection>PsycArticles (via ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Morris, Edward K</au><au>Surber, Colleen F</au><au>Bijou, Sidney W</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Self- versus instructor-pacing: Achievement, evaluations, and retention</atitle><jtitle>Journal of educational psychology</jtitle><date>1978-04</date><risdate>1978</risdate><volume>70</volume><issue>2</issue><spage>224</spage><epage>230</epage><pages>224-230</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><abstract>Student procrastination is an important concern in personalized systems of instruction. The present study compared progress made on course work by 2 groups of students--one self-paced (75 Ss) and one instructor-paced (74 Ss)--in a course taught using the personalized system of instruction. Ss were also compared on measures of course achievement and evaluations and a 9-mo content retention test. Results show that even though the self-paced group procrastinated while the instructor-paced group did not, both scored similarly on pre-, post-, and retention tests and were equally satisfied with the course. Moreover, no differences were found in the number of units completed, final grade distributions, or course withdrawal rates. The withdrawal rate data and the tendency for the self-paced group to score better on the retention test are discussed in terms of educational objectives. (29 ref)</abstract><pub>American Psychological Association</pub><doi>10.1037/0022-0663.70.2.224</doi><tpages>7</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0022-0663
ispartof Journal of educational psychology, 1978-04, Vol.70 (2), p.224-230
issn 0022-0663
1939-2176
language eng
recordid cdi_proquest_journals_614360774
source APA PsycARTICLES
subjects College Academic Achievement
College Students
Course Evaluation
Educational Objectives
Human
Individualized Instruction
Retention
title Self- versus instructor-pacing: Achievement, evaluations, and retention
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T12%3A06%3A46IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Self-%20versus%20instructor-pacing:%20Achievement,%20evaluations,%20and%20retention&rft.jtitle=Journal%20of%20educational%20psychology&rft.au=Morris,%20Edward%20K&rft.date=1978-04&rft.volume=70&rft.issue=2&rft.spage=224&rft.epage=230&rft.pages=224-230&rft.issn=0022-0663&rft.eissn=1939-2176&rft_id=info:doi/10.1037/0022-0663.70.2.224&rft_dat=%3Cproquest_cross%3E614360774%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-a216t-9489a9198ada928ead5860823ab1c465d82b9a4d6c8fcee1d766cd7833a6d2873%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=614360774&rft_id=info:pmid/&rfr_iscdi=true