Relationships among preference for educational structure, self-directed learning, instructional methods, and achievement.
The purpose of this study was to generate information about possible relationships among preference for education structure (eg, high or low educational structure), self-directed learning, instructional methods (lecture or module), and achievement. The study was designed to use both the difference and correlation model to analyze these variables. The difference model is a 2 x 2 randomized block posttest-only design. Five research questions guided the study. It was found that (1) there was a statistically significant inverse linear relationship between preference for educational structure and self-directed learning (r = -.3081, P = .027); (2) there was no relationship between self-directed learning and achievement (P = .24); (3) neither of the instruments could successfully predict achievement (R2 = .12), but the direction of the prediction was other than expected; (4) students who preferred high structure had no statistically significant differences in achievement in either instructional method (t = -.53, P = .60), although the direction of the difference was of interest; and (5) students who preferred low structure had no statistically significant differences in achievement in either instructional method (t = 1.75, P = .099), although here too the direction of the difference was of interest. The unexpected outcomes in this study were opposite to what has been found in the literature and assumed for years.
Russell
J M
JM
School of Nursing, University of Missouri-Kansas City 64108.
D000328:Adult; D002755:Choice Behavior; D004509:Education, Nursing, Continuing; D004522:Educational Status; D006801:Humans; D008875:Middle Aged; D009741:Nursing Staff, Hospital / Q000193:education / Q000523:psychology* / Q000592:standards; D011380:Programmed Instructions as Topic; D013663:Teaching / Q000379:methods*