Behavior of College Students When Matched or Mismatched for Course Structure

Abstract

AbstractThis study was designed to identify behaviors which mediate aptitude-treatment interactions (ATI) between preference for structure and degree of course structure. Two sections of undergraduate introductory psychology were taught in a high structure manner, two in a low structure manner. Students’ preference for structure was measured with the Inventory of Beliefs (short form). Data on achievement, verbal behavior, and satisfaction were gathered during eight weeks of instruction. Students who indicated a preference for high structure, but were in a low structure section, had lower mean achievement than other students. Students indicating a preference for low structure performed equally well in high and low structure sections. There was no evidence that satisfaction or verbal behavior mediated this achievement ATI. The findings suggest that high structure classes are indicated for students with either type of preference for structure.