Abstract
This study investigated the effects of learner control and program control on the achievement and continuing motivation of high school students. The influence of the availability of computer-delivered instruction on student motivation was also examined. Continuing motivation was measured by student choice of learner control or program control as the mode for a second instructional program after subjects completed an initial program under their randomly assigned mode. Results revealed a highly significant difference in continuing motivation favoring learner over program control. The differences in posttest performance and performance during instruction between learner and program control were not significant. The data also revealed significant preferences to study both science and an alternative subject when they are presented by computer over when they are not.
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The research reported herein was conducted while she was a doctoral student at Arizona State University.
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Kinzie, M.B., Sullivan, H.J. Continuing motivation, learner control, and CAI. ETR&D 37, 5–14 (1989). https://doi.org/10.1007/BF02298286
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DOI: https://doi.org/10.1007/BF02298286