Abstract
The primary goal of this study is to determine the effectiveness of the personalized system of instruction format which is currently utilized in the introductory economics course at Empire State College, State University of New York. It will attempt to determine if adult students working in a personalized instruction system can learn as much as students in conventional settings. The study will also explore the broader objective of explaining and predicting adult student performance in the introductory economics course. In addition, an analysis will be made of any patterns which have emerged in the level of learning and the types of competencies aquired by students.
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