Is There a Novelty Effect on Student Attitudes Toward Personalized Instruction
This study attempted to shed light on the question of whether the positive student attitudes toward personalized instruction reported in recent research can be explained in terms of a novelty effect. A departmental attitude survey was sent to all undergraduate students taking personalized instruction psychology courses at C.W. Post College. A correlational analysis revealed no significant relationship between student attitudes and number of personalized psychology courses taken concurrently. These data do not support the “novelty effect” hypothesis and suggest future areas for research on the relationship of personalized instruction to student attitudes.