This paper presents the final report of an extended study which assessed the viability of individualised tertiary mathematics instruction in Australia. Data collected over five years between 1978 and 1984 gave information on three treatments: a personalised system of instruction based closely on the Keller Plan with no final examination, a conventional lecture course with final examination and a modified personalised system including lectures. Long-term retention of concepts was used as the major criterion for judging success of the methods. Results favouring students taught in the conventional manner have led to a questioning of the original precepts of the personalised system as developed by Keller.

Item Type:	Refereed Article
Keywords:	effect of method of instruction, long-term retention of mathematics
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Watson, JM (Professor Jane Watson)
ID Code:	137667
Year Published:	1986
Deposited By:	Office of the Faculty of Education
Deposited On:	2020-02-26
Last Modified:	2020-05-22
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