Personalized Systems of Instruction (Psi).

Personalized Systems of Instruction (PSI).

Ahmed, Ahmed Seilf El-Din (1986). Current applications of the personalized system of instruction in American and Canadian Universities. Educat.D. dissertation, the Catholic

District of Columbia. Retrieved November 28,

2009, from Dissertations & Theses: Full Text.(Publication No. AAT 8710532).

This study investigated current applications of the Personalized System of Instruction (PSI) at American and Canadian Universities. The study included pinpointing current applications, how they agree with or differ from the original features of Keller, whether or not reinforcement theory -- as the basis of that system -- is still guiding practice, and finally the reasons behind any modifications that were made. In addition, insights were gathered from professors as to the future of PSI, its capabilities, and what is needed nowadays to revive the PSI movement.

Procedure. A survey methodology based on questionnaire data was used for this study. The questionnaire covered all purposes mentioned above. Eight hundred forty one professors were contacted by mail and seventeen professors were met personally. One hundred fifty one questionnaires were returned. This sample proved representative based on findings in the PSI literature.

Analyses. Data from the questionnaire was tabulated. Proportions of both professors who are following and who are modifying the Keller Plan were counted. Chi-square statistics were used to check significance of differences among proportions of originals and their modifications.

Results and Conclusions. For the five basic features of self-pacing, mastery, written word, lectures, and proctors current applications showed that a majority of professors were conforming with Keller's original specifications except for self-pacing in which modifications were more than the original. Chi-square result on reasons that caused modifications to those five features was significant also but reflected a trend toward personal experience.

For the additional features of grade distribution, number of final exams, trials on unit exam without penalty, and attempts on a unit exam on the same day, a minority of professors conformed with the original specifications. Professors' modifications, however, were made along the guidelines of the original plan.

About the influence of reinforcement theory, the results showed that professors believed that theory is essential for guiding modifications to PSI, and the prevalance of Keller's original specifications is a clear indication that the theory is still guiding practice.

Professors' statements showed that the PSI is a successful method of teaching and will probably continue to exist and expand with the likelihood of continuous modifications particularly to computer based instruction.

Abstract 2

Dobroski, Bernard John (1981). Mastery learning: Its potential in higher education music settings. Ph.D. dissertation, Northwestern University, United States -- Illinois. Retrieved November 28, 2009, from Dissertations & Theses: Full Text.(Publication No. AAT

8204900).

Abstract (Summary)

The purpose of this study was to consider the feasibility of implementing mastery learning strategies in higher education music settings. Initially, this was accomplished through an extensive review of course and research literature in other teaching/learning environments. Then a mastery-oriented course in basic conducting and score reading was designed and tested in a pilot study. A revised version of this course served as the instructional setting for an exploratory experimental study designed to compare a traditional approach to conducting instruction with two mastery-learning instructional paradigms -- the Keller Personalized System of Instruction (PSI) and the Bloom Learning for Mastery (LFM) model of teaching and learning.

The experiment specifically focused on a comparison of corrective techniques commonly used in traditional and mastery-based instruction. Fifty-three undergraduate music majors were taught conducting and score reading using three kinds of feedback and correction procedures: (1) a traditional correction strategy (feedback only); (2) a Keller-type PSI correction strategy (feedback plus redirected individual study); and, (3) a Bloom-type LFM correction strategy (feedback plus small-group study of alternative instructional materials).

Multivariate statistical methods were used to examine the relationship between experimental background and achievement measures. These analyses also provided evidence of similarities or differences between the three treatment groups with regard to achievement on three formative measures of transposition ability, three summative measures of conducting and transposition ability, and seven ratings of students' attitudes toward the instruction in the course.

The findings suggested that mastery-based corrective strategies had a positive effect on student achievement in transposition and psychomotor conducting skills. Student ratings of increased conducting competence, grading fairness and personal attention from the instructor were also higher in the two mastery treatment groups. Furthermore, the Bloom-type correctives featuring alternative remediation options delivered through small, cooperative study groups appeared superior to the two other treatment strategies in having a positive effect on the learning outcomes and attitudes of students assigned to that group.