The objectives of the study were: (1) To interaction between intelligence and achievement through different style of program and traditional method of teaching, other variables including achievement motivation and cognitive styles being employed as control measures. (2) The interaction between achievement motivation and achievement through different styles of programming and traditional method of teaching, other variables including intelligence and cognitive style being employed as control measures. (3) The interaction between cognitive styles and achievement through different styles of programming and traditional method of teaching, other variables including intelligence and achievement motivation being employed as control measure.
The hypotheses of the study were: (1) The achievement of high intelligent students will differ significantly from that of low intelligent students over different modes of instruction. (2) The achievement of highly motivated students will differ significantly from that of low motivated students over different modes of instruction. (3) The achievement of field dependent students will differ significantly from that of field independent students over different modes of instruction.
The sample was comprised of 298 students of class IX from two intermediate colleges of Aligarh. Raven’s Progressive Matrices, Achievement Motivation Scale by B.P. Bhargava, Cognitive Style Scale by Witkin Group Embedded Figure Test, Achievement Test (KR 20 formula reliability coefficient=0.85), and instructional material were developed by researcher for data collection.
The study was experimental in nature.The data was analyzed by mean, mode, media, SD, correlation and ANOVA.
The findings of the study were: (1) Mean achievement of the group taught through Branching program was found to be the highest followed by Linear program and conventional method. (2) The three treatment groups did not differ on intelligence, achievement motivation and cognitive style. Hence there was perfect match of these variables. (3) For the group taught through linear program, academic achievement had significant and positive correlation with intelligence and achievement motivation but no significant correlation with cognitive style. There was significant correlation between intelligence and cognitive style. (4) For the Branching program group, achievement was significantly correlated with intelligence and cognitive style but not with achievement motivation. (5) In case of the group taught through conventional method, achievement was found to be significantly correlated with intelligence and achievement motivation but not with cognitive style. (6) The branching method was found to be superior to the other two methods. It was also found that high intelligence went with high achievement. However, the interaction effect was not significant showing that the impact of treatment modes was similar at each level of interaction. (7) The method of teaching and levels of achievement motivation influenced achievement. The branching method was found to be superior to the other two methods. The high achievement also went with high achievement motivation. However, interaction effect was not significant showing the impact of treatment modes was similar at each level of achievement motivation. (8) It was found that both the main effects and interaction effect were significant. The field-independent was favorable cognitive style for the students of linear and branching groups but field-dependent cognitive style suited to students of conventional method. However, significant interaction effect showed that both cognitive style and treatment modes influenced academic achievement.
Keyword(s): Interaction, Personality , Instructional Modes