Resumen de The impact of programmed instruction:: A longitudinal attitude study
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.
