The effects of trained and untrained proctors on student performance and satisfaction in a PSI course

Among the variety of components comprising the PSI package originally described by Keller (1968) is the use of proctors which permit immediate scoring, tutoring, and personal-social interactions. Recent research has indicated that immediate scoring may not be an essential proctor function. However, personal-social interactions and tutoring may affect student academic performance and consumer satisfaction. Two experiments were conducted to evaluate the effects of the personal-social aspect of proctoring. A counter-balanced reversal plus control group design was utilized to investigate the effects of: (a) trained and untrained proctors and (b) trained and untrained proctors who participated in a lottery which was based on student performance and satisfaction. Data were collected on proctor behaviors during grading and student academic performance and consumer satisfaction ratings. Although trained proctors and proctors with lottery contingencies seemed to engage in the target behaviors more frequently, the performance of students enrolled in the course did not seem to be differentially affected in terms of the dependent measures investigated.

Name thesis:degree_name

Master of Arts (M.A.)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Graduate Studies

Year dc:date.available

1977

Author dc:creator

• White-Blackburn, Georganne

Contributors dc:contributor

• John Lutzker

• Individualized instruction
• Peer-group tutoring of students
• Tutors and tutoring
• Education
• Social and Behavioral Sciences

Licence

• http://rightsstatements.org/vocab/NKC/1.0/

Repository record dc:identifier

https://scholarlycommons.pacific.edu/uop_etds/443

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-1442