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The Effect on Achievement of Interaction between Self-Concept and Instructional Method

Brian Jacka
The Journal of Experimental Education
Vol. 51, No. 4 (Summer, 1983), pp. 172-176
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20151506
Page Count: 5
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The Effect on Achievement of Interaction between Self-Concept and Instructional Method
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Abstract

Hypotheses predicting ordinal interactions between self-concept and high and low guidance methods of instruction were tested with 92 elementary school subjects. Treatments were presented as self-instructional, programmed materials. The content was Latin and Greek morphographs. General and academic self-concept were independent variables, the dependent variables being recall and two types of transfer skill. Multiple regression analysis showed the interaction terms to be nonsignificant. However, when the analyses were conducted by school attended by subjects, significant disordinal interactions, in a direction the reverse of those hypothesized, were found.

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