| Abstract: | The relationship between locus of control and three dimensions of discovery learning was investigated in a series of studies. Mathematics students were randomly assigned to treatments that differed in level of guidance, inductive or deductive sequencing, or use of small groups. A significant aptitude-treatment interaction occurred between locus of control and small-group instruction on the topic of networks. The other studies did not produce significant interactions, although varying the level of guidance did produce a trend in the predicted direction. Using inductive or deductive sequences of instruction did not appear to interact with locus of control. |
