Individualized Systems of Instruction in Secondary Schools

Abstract

This meta-analytic synthesis of findings from 51 studies indicated that use of an individualized teaching system has only a small effect on student achievement in secondary school courses. This result was consistent across a variety of academic settings and research designs and held true for both published and unpublished studies. In addition, individualized teaching systems did not contribute significantly to student self-esteem, critical thinking ability, or attitudes toward the subject matter being taught. Findings from studies of individualized college teaching are strikingly different from these secondary school findings.

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