A Study of Supervised and Nonsupervised Programed Instruction in the University Setting

Abstract

Thin study examined the effects of Interaction with “warm” teachers or “friendly” peer leaders on the scholastic achievement and conformance of underachievers. One experimental group of 28 seventh, ninth and tenth grade underachievers was assigned to “warm” teachers for nine months; each member of a second group of 31 underachievers was paired with a friendly peer leader for four months. Following treatment periods, experimental and control groups were compared on achievement and conformance variables. Significant differences were noted In teachers’ grades, tardinesses and severity of disciplinary offenses for the peer leader treatment and In frequency and severity of disciplinary offenses for the “warm” teacher condition.