The Influence of Student Locus of Control and Teaching Method on Mathematics Achievement.
This research study analyzed the effects that the cognitive style of locus of control had upon mathematics achievement. Inductive and deductive methods of instruction were utilized to teach a transformational geometry unit to two groups of college students. The criterion measure was composed of questions differentiated into lower and higher levels of understanding based upon Bloom’s (1) taxonomy. The data were analyzed using aptitude-treatment interaction techniques. The analysis revealed a significant interaction for the subtest of items testing lower level understanding. On these items, the internal students achieved higher when taught with the inductive method, while the external students achieved higher when taught with the deductive method. The implications for further research studies in this area are discussed.