Sponsor
Portland State University. Department of Psychology
First Advisor
Gerald Guthrie
Term of Graduation
Spring 1981
Date of Publication
5-1981
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Psychology
Department
Psychology
Language
English
Subjects
Social sciences -- Study and teaching (Elementary), Individualized instruction
DOI
10.15760/etd.3052
Physical Description
1 online resource (3, 42 pages)
Abstract
The present study investigated the effects of public progress charts on self-pacing in a social studies course taught by the PSI method in a middle school (grades 5-8). It was found that public progress charts significantly enhanced a student's rate of progress, t(45) = 5.06, p < .01. Student satisfaction with the PSI method was measured and it was found that students liked the PSI method.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/17854
Recommended Citation
Hager-Godat, Lynnette, "The Effects of Public Progress Charts Upon Self-Pacing in a PSI Course in Social Studies in a Traditional Middle School" (1981). Dissertations and Theses. Paper 3062.
https://doi.org/10.15760/etd.3052
Comments
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