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Title:Effects of Instructor and Student Set Goals in a Reading Enhancement Program
Author(s):Levenshon, Iris Gay
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Adult and Continuing
Abstract:Problem. Teaching basic skills is an area that has been targeted for research and development in Human Resource Development (HRD) programs. Goal setting has been demonstrated to improve performance in business, industry, and education. This research addressed the problem of enhancing learning in HRD programs through the use of goal setting.
Research Design. The subjects, 58 first year students at Maharishi International University (MIU), were divided into three groups: instructor set goal group, student set goal group, and no goals group. Using a randomized pretest-posttest true experimental design, the variables of reading speed, reading comprehension, reading efficiency, perceived achievement, and course satisfaction were measured.
Results. All three groups increased on reading speed, reading comprehension, and reading efficiency; they also had positive perceived achievement and course satisfaction scores. However, the results of the ANCOVA and ANOVA revealed no significant difference at the.05 level in reading speed, reading comprehension, reading efficiency, perceived achievement, and course satisfaction.
Conclusions, Recommendations, and Implications. A strictly statistical interpretation of the results indicated that goal setting did not effect reading speed, reading comprehension, reading efficiency, perceived achievement, and course satisfaction in the Reading Enhancement program. Therefore, on the basis of this research, goal setting cannot be recommended for HRD programs. However, a number of related problems of sufficient merit to warrant investigation emerged from this research. Further research, with an emphasis on setting appropriate goals and establishing goal commitment is highly recommended.
Issue Date:1987
Type:Text
Description:130 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
URI:http://hdl.handle.net/2142/69155
Other Identifier(s):(UMI)AAI8803115
Date Available in IDEALS:2014-12-15
Date Deposited:1987


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