Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone…

Results of a study of self-pacing in a lower division psychology course indicate that students procrastinated less when they were rewarded with bonus points for taking exams on a date previously self-determined. The sample consisted of 44 students divided into groups who were self-paced, monitored, and received points and those who did not receive…

The authors stress mastery criterion as the most important component of the Personalized System of Instruction (PSI). (DE)

Describes a study which examined student performance in a personalized system of instruction in which pacing was varied. Subjects were 182 students enrolled in three introductory psychology courses. A moderately flexible pacing system yielded higher rates of quiz-taking, a higher mastery rate, and completion of more work. (RM)

Study compares withdrawal rates, attitudes, and test performances of college students who were allowed to proceed through an introductory psychology course at their own pace with those kept on an instructor pace. Superior performance was obtained from instructor-paced students. (RM)

The student pacing feature of the Personalized system of Instructional (PSI) is found to have the most influence on student test scores. (DE)

Systematic experimental manipulation of the four components of the Personalized System of Instruction (PSI) approach and required lectures gives results suggesting that dropping any one component is undesirable. (Author)

Analyzes two studies in which undergraduates set deadlines for either nine course tasks or five course tasks in a personalized psychology course. Compares results of student-set (SS) and instructor-set (IS) deadline conditions. Shows students who met nine deadlines complied better with the testing schedule; students in SS deadline conditions…

Three components of instruction and withdrawal rates are compared between a traditional lecture and a Personalized Systems of Instruction (PSI) course. The results indicate a more favorable response to the PSI course. (DE)

Even initial unit test performance of Personalized System of Instruction (PSI) students is superior to that of students in a traditional course, under controlled conditions. (Author)

A course in behavioral self-control which uses the Personalized System of Instruction (PSI) approach is described. (DE)

Describes two studies which evaluated procedures supplemental to instructor-set and student-set deadlines in a self-paced psychology course. One procedure required students to report their progress on quizzes, while the other required them to meet all deadlines. Concludes that both measures reduced procrastination through increased pacing rates…

An introductory psychology course which used undergraduate-taught minicourses and the Personalized System of Instruction (PSI) approach is described. (DE)

This study investigates the management and the effectiveness of a personalized system of instruction (PSI) in higher education. The study examined the number of behavioral objectives completed during a lab period as a function of the grade achieved in the course. The study also compared course ratings from students who are receiving instruction in…

The author examined college student characteristics and their relation to performance in a psychology course which employed a personalized system of instruction (PSI). Findings indicated that dependable predictors, such as past performance and ability measures, were as applicable to PSI courses as to traditional ones. (Author/DB)