Implementation Of Teaching Methods Research Articles

Professional Competencies of a Financial and Economic Specialist in the Conditions Continuous Form of Education

The article was prepared on the basis of studying the professional competence of students required for a graduate of the financial and economic field. The purpose of the study is to form conclusions based on the results of studying the professional competence of students required for a graduate of the financial and economic direction in the conditions of a continuous form of education. Great interest in the development of professional competence of students in a continuous form of education allows us to conclude that this topic is in demand. An important condition for the effective functioning of the continuous education system is the preparation of students to work in a virtual educational environment. Therefore, the issues of professional competence of students of financial and economic direction in the conditions of a continuous form of education should be considered as a multilateral, multifunctional phenomenon in solving educational and cognitive tasks, the essence of which is the formation of professional competence of students. The main function of the educational conditions identified by the authors is the selection and implementation of teaching methods and means that provide an effective solution to educational problems for the development of professional competencies of future specialists. Consequently, we can conclude that during their studies at a university, students must develop a holistic system of universal knowledge, abilities, skills, as well as experience in independent cognitive activity, that is, professional competencies applicable in the conditions of a continuous form of education. Students’ mastery of methods of cognitive activity is due to the fact that during the period of study at a university the foundations of professionalism and competence are laid, and the skills of independent professional activity are formed. In this regard, it is especially important that students, mastering knowledge and methods of obtaining it, realize that independent work on writing scientific papers is intended to complete the tasks of all other types of academic work, because no knowledge that has not become the object of their own activity can be considered a true asset of professionalism and competence.

Islam and Knowledge: Harmony between Sciences and Faith

This research examines the integration between Islam and science in the context of contemporary Islamic education. The primary focus of this research is to comprehend the harmony that can be achieved between scholarly pursuits and Islamic beliefs. The research method involves literature analysis and case studies on Islamic educational approaches that combine scientific principles with religious values. This study highlights the crucial role of Islamic education in providing a solid scholarly foundation while preserving moral and spiritual values. The discussion encompasses the integration of Islamic concepts into the curriculum, the implementation of teaching methods that combine critical thinking with Islamic ethical values, and how this approach can stimulate innovative thinking without compromising religious principles.The research findings indicate that an approach that creates harmony between Islam and science can strengthen the Islamic identity of learners while equipping them with knowledge relevant to the modern era. The practical implications of this research include guidelines for the development of Islamic education curricula that align religious values with the demands of the modern world, thus shaping a generation that is not only intellectually smart but also possesses a strong moral character.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF AN EFFECTIVE INFORMATION AND LEARNING ENVIRONMENT IN HIGHER EDUCATION INSTITUTIONS

The article deals with the information and learning environment as a component of integral training system of the educational system in higher education institutions. The main function of the information and learning environment, which is ensuring the coordinated functioning of subjects of educational activity, has been established. The concept of «effective information and learning environment» has been introduced. It is defined as the ability to ensure high-quality, mutually coordinated functioning of students, teachers and information and learning environment as a network subject of the educational process. The pedagogical conditions for the effective functioning of the information and learning environment as a network subject of the educational process have been identified , namely: existence of vividly structured system of information and learning environment as the subject of the educational interaction with taking into consideration its hierarchical links to other components of the educational process in higher education institutions; purposeful training of students for the fluent operation of information and communication tools; improvement of the IT competence of research and teaching staff in the implementation of teaching methods based on modern information and computer technologies. The effectiveness of the suggested methodological system for the improving the IT competence of research and teaching staff of higher education institutions has been developed and experimentally confirmed. The following approaches are considered to be dominant in its construction: holistic, competence-futurological, andragogical and narrative-digital. The core idea is the idea of content modelling based on the combination of key competences of the 21st century «4 С» (critical thinking, creativity, collaboration, communication) with digital competence and the ability to predict the possibilities of developing a modern educational environment in the future. The basis of the methodological system is the introduction of a scientific and methodological seminar on the topic «The Use of activity components and online communications of the Moodle system», which is considered to be an element of non-formal education of teachers. Criterion apparatus of the determining of the effectiveness of its introduction has been developed: subjective and objective criteria and indicators. It has been determined that it is appropriate to use the «didactic quality» criterion to determine the quality of content.

Formación permanente del profesorado universitario en tiempos de COVID-19: entre la necesidad y la obligación

The aim of this study is to analyse the training activities carried out by university teaching staff to deal with the period of crisis caused by COVID-19, in terms of the training topics in which they were interested, their perception of the learning acquired and their intentions to transfer this learning. Using a quantitative methodology, an ad hoc questionnaire was designed in the form of a Likert scale. The results show that, during this exceptional period, teachers focused mainly on learning about institutional technological tools and the application of different methodological strategies. In addition, their perception was that they improved their digital competences as well as those related to online teaching. Finally, they showed interest in transferring their learning to apply methodologies related to e-learning in their classes. We believe that universities should continue to take advantage of the momentum and continue to invest in training their teaching staff in the implementation of teaching methods that decisively incorporate technologies that generate higher levels of resilience to deal with emergency situations such as those experienced.

Efektivitas Metode Pengajaran dalam Meningkatkan Hasil Belajar PAI Siswa SD: Meta-Analisis

This study aims to analyze the effectiveness of teaching methods to improve learning outcomes of Islamic education for elementary school students. Of 65 studies available, 20 were collected. The 65 studies were obtained from e-journals, advanced databases such as Google Scholar, DOAJ, ERIC, Springer, Elsevier and Research Gate. Of the 20 studies, the researcher found 41 data artifacts related to the learning outcomes of Islamic education for elementary school students after the implementation of teaching methods and processed using JASP software for meta-analysis. The learning outcomes of Islamic education in this meta-analysis study include students’ mastery of Islamic Education concepts, affective domain, and psychomotor domain. The results showed that the learning outcomes of students' Islamic education were more than cut score (75) because zcount (18.55) <ztable (1.96), which means H0 is accepted and Ha is rejected. It can be concluded that the teaching method is effective in improving students’ learning outcomes. This can be because each study has a different and small sample. Meanwhile, the range of scores reported also varies.

РОЛЬ И ЗНАЧЕНИЕ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ, ИСПОЛЬЗУЕМЫХ ПРИ ПРЕПОДАВАНИИ КУРСАНТАМ ДИСЦИПЛИН «ЭПИДЕМИОЛОГИЯ» И «ВОЕННАЯ ЭПИДЕМИОЛОГИЯ»

The use of interactive teaching methods such as situational tasks, business games in practical classes in epidemiology and military epidemiology with cadets increases the quality and efficiency of the educational process. They are considered as a kind of methodological resource that allows for practice-oriented training of cadets. In the course of the classes, the peculiarities of the implementation of teaching methods are taken into account, which have an important role and significance in the formation of professional and general competencies among cadets.

Unidade de ensino potencialmente significativa como elemento facilitador da aprendizagem de ciências biológicas no ensino médio

O presente estudo teve o objetivo de investigar o desenvolvimento da Aprendizagem Significativa (AS) através da utilização de uma Unidade de Ensino Potencialmente Significativa (UEPS) no estudo dos micro-organismos em uma turma de ensino médio. O trabalho fundamentou-se na Teoria da Aprendizagem Significativa (TAS) desenvolvida por David P. Ausubel, tendo como aportes teóricos trabalhos de autores como Moreira, Masini, Krasilchik e Motokane, dentre outros. Foi utilizada uma abordagem qualitativa e elementos da Análise Textual Discursiva na interpretação dos dados. Questionários, observações in loco e gravações das aulas foram utilizados para identificar evidências de AS e dificuldades encontradas pelos alunos para a participação no processo. A maioria dos alunos expressou evidências de AS no material analisado. O tempo utilizado nas aulas foi considerado a principal variável capaz de interferir no desenvolvimento da AS, outras dificuldades foram evidenciadas na compreensão significativa do conteúdo, como a falta de conhecimentos prévios, predisposição para aprender e obstáculo epistemológico. Concluindo foi possível demonstrar que a utilização da UEPS foi eficaz, pois mesmo diante das adversidades, presentes no cotidiano escolar, os aprendizes conseguiram dar significado ao conteúdo estudado. Desta forma a AS pode ser alcançada em contextos diversificados, passíveis de variáveis cotidianas, através da estruturação e implementação dos métodos e instrumentos de ensino baseados no que propõe as UEPS.

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.

The journey from recall to knowledge

Purpose The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening. Design/methodology/approach An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet. Findings Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling. Research limitations/implications First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement. Practical implications Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology. Social implications In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation. Originality/value The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.

Pedagoške implikacije različitih pristupa u procenjivanju kvaliteta znanja učenika

The paper analyzes pedagogical implications of a psychometric and authentic approach in assessing the quality of student knowledge. Starting with the taxonomy of knowledge developed by Anderson and Krathwohl, epistemological assumptions and foundations of the theory of learning, the paper presents and analyzes the basic characteristics of both approaches, as well as their possibilities in assessing the quality of student knowledge. Given the fact that each approach in the assessment of student achievement is based on different epistemological assumptions, and is basically built on opposing theoretical foundations, it is clear that each of them provides a different picture of the quality of student knowledge, and helps improve the assessment of student achievement in its own, unique way. Based on the findings obtained using the two approaches to the assessment of student achievement, the following pedagogical implications have been derived: a) designing the theory and practice of teacher professional development in a way that supports new (and authentic) approaches in the assessment of student achievement; b) implementation of teaching methods should integrate the principles and characteristics of the authentic approach in the assessment of educational achievement; c) designing tests and authentic tasks is an integral part of the teaching process; d) principle of approximation is a feature of both theory and practice of educational assessment; and e) approaches considered here have different possibilities in assessing the quality of student knowledge. In addition to the previously mentioned, the paper also points out a number of important issues for further theoretical discussion, research and the application of different approaches in assessing the quality of student knowledge.

The problem of implementation of teaching methods in questions-problems of school textbooks on biology

The study for the first time in didactics of biology puts the problem of realization of teaching methods of biology, classification is done by levels of cognitive activity of students in the system of questions and tasks textbooks on biology, as in the structure of the components of methodological textbooks are crucial in learning by students content.It was investigated that the question-tasks are intended to stimulate and direct the cognitive activity of students in the process of assimilating the content of the text of the textbook, thus contributing to the development of their cognitive interests and abilities, as well as the formation of skills and abilities of independent activity with educational material and during independent observation of natural and natural-social phenomena and objects.The classification of task-related questions by the main (dominant) function was presented, which made it possible to distinguish the following three groups (levels) of task questions:- the first level of difficulty - the easiest, performing reproductive function - the consolidation of knowledge, skills and abilities of students. Assist students to recite the studied, pay attention to the characteristic of natural and natural-social phenomena, processes and objects, to work with maps, charts, diagrams, tables, other illustrations of the textbook and contour maps;- the second level of complexity - help to master the methods of logical thinking and knowledge about the experience of creative activity, make it possible to establish interrelations and interdependence of local lore and internal phenomena and processes with the world;- the third level of complexity - help to master the experience of creative activity and form educational and research skills and skills in the process of independent observation and research, especially regional studies.The tracing of the availability of three levels of difficulty in textbooks in the textbooks allows the teacher to organize the training of all students, as well as to promote their self-education. The application of the systematic method of research has allowed to establish a divergence in the development of questions-tasks, the dispersion of numerous false categories, with a numerical predominance of their reproductive nature, which does not contribute to the modern requirements of creative development of students.

PELATIHAN TENTANG METODE MENGAJAR LINGKUNGAN BAGI GURU – GURU PAUD DI DESA AMONGENA KECAMATAN LANGOWAN

The success of an educational process in influenced by several factors bleak teachers, students, facilities and so forth. Has the most important role is as teacher whose job as a teacher educator and professionalism is expected. Environmental education is necessary for all citizens from young children to adults in order to be a healthy environment for theresidents. Model learning environment in primary education, especially in early childhood is given by integrating environmental education into existing subjects. Environment in early childhood education teaching is a service activity and in accordance with social learning theory contains aspects that learning together. Analysis of the problem can be identified as follows: lack of knowledge about teaching. Environmental education for teachers - early childhood teachers in the village Amongena District Langowan, there are teachers - teachers who have not been able to integrate environmental education into existing subjects, Basedon the training concluded that the implementation of early childhood learning methods in the execution environment is integrated into all existing programs in other words an integrated environmental education in accordance theme / sub theme using existing learning model are: picture and picture. Based on the training concluded that the implementation of teaching methods in early childhood environment is the planning, implementation, observation, and reflection. It is the integration of the environment into the theme of early childhood teaching. With the training of teachers - teachers early childhoodin District Langowan then their positive response both from head school and teachers - teachers, participants' interest is quite high at the show with seriousness and sincerity of the participants in the training, participants have to understand the methods of teaching environment in early childhood.

Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”

ABSTRACT Background: The task of teaching abilities, attitudes and knowledge, which can sometimes be complex, related to the safe and efficient use of medications, stands as a great challenge faced by medical schools nowadays. The role of the prescriber, therefore, who promotes the rational use of medication at undergraduate level gains importance in professional training, with a direct impact on public healthcare. In this context, the implementation of teaching methods that allow an active, critical and reflexive medical training for students is desirable in order to enable them to develop the skills required to manage the main pharmacological classes used by the general practitioner. We intend to describe and analyse role-play preceded by fieldwork as an educational strategy. Methods: Following the fieldwork regarding the utilization of the main pharmacological classes used in primary healthcare, 5-6 groups of students prepared scripts and staged role-plays involving practical aspects of pharmacokinetics, pharmacodynamics, side effects, and potential drug interactions regarding the main drug types. The intervention was assessed using students’ responses to questionnaires coupled with Likert scales, the Dundee Ready Education Environment Measure (DREMM) and semi-structured interviews. There was a correlation between participation in teaching practice and performance in multiple-choice questions in the final course evaluation. Results: All students felt involved and motivated in the activity. 78.5% strongly agreed and 19% partially agreed that the method allowed reflection on knowledge, abilities and attitude, all important to professional practice regarding rational therapeutic prescribing. The DREMM revealed a score of 129.23, consistent with a more positive learning environment in a reliable sample (Cronbach's alpha=0.86). Analysis of the open interviews allowed us to infer that the students considered the method efficient, dynamic, fun, and enjoyable, which enabled greater understanding and consolidation of the content. The strategy was considered stimulating regarding group activities, with active participation. Furthermore, it allowed students an opportunity to experience their future professional reality. The main weaknesses found were the unequal involvement of individuals in some groups and the great length of time spent in the preparation of activities. In the final exam, the students who participated in the intervention had, on average, a higher performance than those who did not take part in it. However, there was no statistically significant difference. Discussion: Role-play preceded by fieldwork proved to be a promising pedagogical strategy and may be used in other basic sciences.

MUSIC TEACHERS’ OPINIONS ABOUT MUSICAL INFLUENCES AND THEIR TEACHING METHODS

Music education relies on the assumption that it encourages development of students’ culture. At a time when music is undergoing great technological change, and is becoming increasingly important in adolescents’ lives, effective teachers require a broader range of teaching methods. The purpose of this study was to explore music teachers’ opinions about influences music has on development of students’ general and musical culture and the teaching methods they employ in music education. Music teachers (N = 45) filled in two questionnaires: one was related to influence of listening to music and learning about music on the student’s culture, and the other referred to the methodical practice teachers employ while teaching music. Results demonstrate positive opinion music teachers have about various influences music has on development of students’ general and musical culture. It is probably crucial for music teaching to have positive opinion about its contribution to young people’s development. Implementation of teaching methods shows that teachers employ a variety of them. By using diverse strategies teachers may better meet various students’ needs and styles. Some differences were found regarding employment time and type of schools teachers work in.

A Methodology for Analyzing Science Stories

While the evidence for the effectiveness of the use of stories in science teaching and learning is strengthening in current research and literature, the intervention itself, namely, the science story, still suffers from a lack of definition and conception. The purpose of this paper is to determine the amount of narrative relative to non-narrative material in existing so-called stories for science education and to ascertain whether they are, indeed, stories, with the essential story elements present. The examples presented illustrate the wide range of writing that claims to be “story.” The general indiscriminate use of the term “story” presents a problem in the field of research and in the implementation of teaching methods. Without an instrument like the story construct presented in this paper, it would be impossible to determine whether a text even qualifies as a science story. With a standardized instrument that is defined by a number of fixed criteria, it is possible to analyze and, to a large extent, rate writing claiming to be science stories; however, in the absence of a standardized construct, there is an insufficient basis for comparison among studies in the use of science stories in future research.

PENGEMBANGAN PROFESSIONAL KEGURUAN DALAM MATA KULIAH MICRO TEACHING

The quality of education is really determined by various factors, but the most dominant and important is a teacher's professionalism. Almost all effort on curriculum reform and teaching method implementation, is depends on the teachers ultimately. Any teachers lack of ability of the teaching material, teaching strategy, motivate the students to achieve high perpformance, will not improve the quality of education. The teacher acts as one crucial component in educational system. Therefore, since at the very the beginning, the ability of micro teaching practice at a college should be prepared well in order to be a professional teacher in the future. In the modern education system, teacher candidates are required to have professional skills that include the ability to plan learning, learning implementation, and learning evaluation. Without mastering all these aspects, the teacher will not be able to achieve the learning objectives optimally.

A High-Stakes Assessment Approach to Applied Pharmacokinetics Instruction

To identify instructional and assessment problems leading to pharmacy students' failure to retain pharmacokinetics abilities into the experiential year and develop an instructional methodology and abilities-based assessment tool to address the problem. Pharmacokinetic instructional methods were assessed and an abilities-based assessment tool was developed and utilized as a requirement for curricular progression. Both the instructional methodology and the assessment tool were evaluated using abilities-based outcomes and faculty surveys. Both instructional methods and assessment methods improved student pharmacokinetic skill performance in the direct patient-care environment. Continual assessment, modification, and implementation of teaching methods and the adoption of a high-stakes abilities-based assessment impacted student learning in a problem-based, integrated course.

Using the Gaia Hypothesis to Synthesize an Introductory Biology Course

The Gaia Hypothesis was first stated in the literature in 1972 when James Lovelock proposed that the biosphere is an adaptive control system that can maintain the Earth in homeostasis (Lovelock 1972, 1990). In its infancy the idea was controversial because it invoked the interpretation that the Earth acted like a living organism. The extension of life characteristics to the Earth was a major source of objections made by scientists. Today, after two decades of refinement and revision, the hypothesis no longer describes the Earth as a superorganism (Lovelock 1987, 1990). The main concept emphasized by the hypothesis is global systenms interactions and feedback mechanisms between the living and nonliving processes that take place on Earth. These ideas are now part of mainstream research efforts (Kerr 1988). A study of the Gaia Hypothesis in a biology course illustrates to the students the development of a current scientific hypothesis, and the creative integration between different aspects of biology and between biology and other disciplines which often result in the development of new and novel hypotheses. This exercise can be used as a specific implementation of teaching methods addressed by Coletta (1992) and Fortner (1992) which emphasize both the interdisciplinary nature of science and a planetary perspective of biology. Prior to studying the Gaia Hypothesis, students should be introduced to the topics most relevant to the hypothesis, to relationships between the topics and to the process of scientific investigation. These requirements are usually accomplished near the end of a course, therefore the Gaia Hypothesis activity can be used as a course summary activity. Topics most relevant to the Gaia Hypothesis include: ecology, natural selection, evolution, origins of life on Earth and factors leading to diversity, genetics, cell structure, photosynthesis, cellular respiration, biogeochemical cycling, geological time scales and plate tectonics. The theme during the course was that life on Earth is dynamic in time and space. Students examined all levels of biological organization specifically, but were reminded to keep in mind the broader context of interactions between pieces of living systems and the entire system. It is helpful to use a textbook that also highlights connections between subject matter. Textbooks accomplish this by a variety of techniques. Text illustrations, twopage essays preceding the standard text material and highlighted boxes in each chapter often work together to present the specific chapter topic in a broader perspective. Instructors can take advantage of this organization to discuss that broader view of specific material. In addition, accompanying instructors manuals, resource guides, or other ancillary materials are often appropriate to introduce students to a holistic viewpoint. I selectively drew upon a combination of the above to provide examples of relationships between topics. In addition to the subject matter there must be constant attention to guiding the students' understanding about the process of science. The majority of textbooks and lab manuals do not develop students' skills in scientific thinking (Gibbs & Lawson 1992). It is therefore the instructor's responsibility to provide continuing scientific thinking activities that are associated with the course material. The variety of ways to accomplish this have been the topic of articles in this journal and related publications. A sample of the sources that have been helpful to me include Middleton (1990), Carter and Mayer (1988), Uno (1989), Lawson et al. (1990) and references contained in those publications. These all contain instructions about how to incorporate an inquiry approach to the biology curriculum and have students do critical evaluation of current research to contrast and compare with text presentation.

Simultaneous effects of allowed time, teaching method, ability, and student assessment of treatment on achievement in a high school biology course (ISIS)

AbstractThe simultaneous effects of teaching method (self‐directed, group directed, and teacher directed), allowed time for study, and two student variables (academic ability and assessment of treatment implementation) are described for student achievement in a high school biology course (ISIS). The variable student assessment of treatment implementation was viewed as a particularly important variable for two reasons: (1) in research by Stayrook, Corno, and Winne (1978) it has accounted for as much variance in achievement as the assigned treatment; and (2) it provides a means for controlling the range of implementation of teaching methods. A between‐student analysis resulted in a description of effects complicated by interactions among all the variables. While the interactions were particularly strong in the student‐directed method, it may generally be concluded that as time allowed for study decreased, students who perceived the treatment as being well implemented tended to have higher achievement. Also, it was found that the main effect of ability was quite strong. The results confirmed the importance of student assessment of treatment implementation as a descriptive variable. Additionally, the results suggest a qualification in the conclusion of Cronbach and Snow (1971) that individualized instruction tends to favor high‐ability students; that conclusion may need to be modified to situations in which students fully perceive their autonomy.