Abstract
This case study examined the differential effect that an independent study mode of instruction has upon attitudes, cognitive style, and personological variables as measured by a semantic differential scale, Mehrabian Achievement Scale, the Rotter Locus of Control, a cognitive style mini-map, and Bender Visual Motor Gestalt Test. These variables were also studied as predictors of media equipment proficiency, GPA, and absences. The subjects were eighty undergraduate and graduate students in a large urban university. The data were analyzed using the t-test for correlated means, t-test for independent means, one way analysis of variance, and multiple linear regression analysis. The results indicated 1) attitude toward course content and structure was more favorable; 2) anxiety levels were decreased; and 3) cognitive style variables were major predictors of media proficiency and GPA, while personological and attitudinal variables were the best predictors of the number of absences. Implications of these findings were discussed.
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