Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
An investigation of the relationship between teaching style and teacher acceptance of computer-managed instruction
Abstract
The purpose of the study was to determine if teaching style was related to teachers' perceived agreement with the principles of computer managed instruction (CMI). Data were collected through use of a snapshot survey of a random sample of 251 teachers drawn from the population of 22,555 elementary and secondary teachers in Nebraska. Teachers were found to favor individualized instruction according to their educational philosophy, but in practice the teachers conducted their classes in a more traditional manner. The teaching style variables of instructional planning, teaching methods, evaluation techniques, and educational philosophy were found to be significantly, but weakly, correlated to teachers' degree of agreement with the principles of CMI. A regression model constructed using the data from the survey indicated that educational philosophy was the only teaching style variable which could be used to predict teachers' degree of acceptance of the principles of CMI. The author of the study recommends that teachers and prospective teachers be provided with opportunities to become familiar with CMI and how it may be used to make their teaching more effective. Further research on the implementation of CMI systems on a school and/or district-wide basis is also recommended.
Subject Area
Educational software|Curricula|Teaching
Recommended Citation
Messersmith, Kenneth Gerald, "An investigation of the relationship between teaching style and teacher acceptance of computer-managed instruction" (1993). ETD collection for University of Nebraska-Lincoln. AAI9333977.
https://digitalcommons.unl.edu/dissertations/AAI9333977