This study investigated the effects of two general approaches to the provision of learner control and of two types of incentive on achievement, use of options, time, and attitude using computer-delivered instruction. Posttest scores for the “FullMinus” treatment for learner control, where learners could selectively bypass elements of a full instructional program, were marginally higher than those for the “LeanPlus” treatment, where learners could opt to add elements to a core program (p=.052). The FullMinus treatment resulted in more positive attitudes while requiring no more time. Performance-contingent incentive groups had higher post-test scores than task-contingent groups (p<.05), with no greater investment of learner time and no negative effect on attitude. The findings relate directly to the design of instructional computer programs as well as to the design of future studies on learner control.

In Arizona, students must pass the Pre-Professional Skills Test (PPST) prior to admission to a teacher preparation program. This study first summarized all Arizona PPST data from 1985 to 1989; the second phase then analyzed the effectiveness of PPST scores in predicting students' subsequent performance in teacher preparation programs. The most notable result was that in those five years, 51% of Arizona minority students failed the PPST compared to 21% of whites. The study revealed inconclusive correlations between PPST scores and three criterion measures of educational performance. This may be important because the preliminary phase showed that the PPST has blocked minority students from entering teacher preparation programs.