Date of Award
Master of Science (MS)
This study was designed to measure the differential effects of traditional teacher-centered instruction and learner-centered instruction on various student variables. The variables measured were: achievement gain, self concept, perceived student control in the learning process, student perceived success, and attribution of the locus of performance. Subjects were 28 junior and senior high school students in both psychology classes taught by the same instructor. They were divided into low and high achievers in each class based upon spring semester psychology grades. The treatment, consisting of learning packet instruction, lasted for eleven class periods, each being 80 minutes long. The regular mix of instruction or group instruction was used in the teacher-centered class. The learner-centered class utilized learning packets as a method of individualized instruction. The experimenter acted as a teacher aid in both classes. Generally, this study demonstrated results supportive of the use of learning packets as a means of learner-centered instruction for teaching psychology at the secondary level. Subjects in the learner-centered class rated more control in the learning process than subjects in the teacher-centered class. Learner-centered subjects also rated their academic performance as more successful and attributed their performance more to internal factors than did teacher-centered subjects. No significant differences were found for achievement or self-concept variables.
Copyright 1977 Allen C. Schmidt
Schmidt, Allen C., "Differential Effects of Teacher-Centered and Learner-Centered Instruction" (1977). Master's Theses. 1684.