EFFECTS OF TEACHER'S MANAGEMENT METHODS AND STUDENT LOCUS OF CONTROL ON ACHIEVEMENT AND ACADEMIC ENGAGEMENT DURING TV LESSONS
This study investigated the relationship of the main effects of a direct and a nondirect teacher's management method and students' locus of control (LOC), on achievement of students assigned to a TV-aided Basic Spanish Course at the college level. The study also explored the relationships of academic engagement, as rated by two observers, and achievement in a subsample of students. An experienced Spanish speaking teacher taught two sections of a 3-week unit on basic concepts of literary genres following two management methods. In the direct management method the teacher was the leader of the instructional process during TV-aided lessons. In the nondirect management method the teacher was the facilitator of instruction. Subjects were randomly assigned to instructional treatments after 528 regularly admitted students took the Spanish version of the Internal-External Locus of Control Scale (Rotter, 1966). A subsample of students was randomly selected to be observed by two raters in order to explore the relationship of academic engagement and achievement. The results showed that: (a) the mean scores of achievement of students taught with a direct teacher's management method was significantly higher than that of subjects taught with a nondirect management method; (b) students with an internal locus of control performed better than those with external locus of control; (c) there was no statistically significant interaction between methods and locus of control; (d) the mean scores of academic engagement of students taught with a direct teacher's management method were significantly higher than the mean scores of those taught with a nondirect method; (e) there was no relationship between the mean scores of academic engagement and achievement among the observed subsample. Based upon these findings, the following conclusions were reached: (a) the direct teacher's management method had a stronger effect on achievement; (b) locus of control accounted for statistically significant variance, however, since no interaction was found between methods and locus of control the "differential" approach which gave basis to the study was not supported; (c) the direct method produced higher level of student academic engagement; (d) aa relationship between academic engagement and achievement was not found. The findings suggested that what the teacher adds to the medium of TV, through his or her management method, is of critical importance.
RODRIGUEZ-MATOS, FELIX, "EFFECTS OF TEACHER'S MANAGEMENT METHODS AND STUDENT LOCUS OF CONTROL ON ACHIEVEMENT AND ACADEMIC ENGAGEMENT DURING TV LESSONS" (1985). ETD Collection for Fordham University. AAI8600102.