Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1976 Perspectives on individual instruction in extension education Lloyd William Wade Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons Recommended Citation Wade, Lloyd William, "Perspectives on individual instruction in extension education " (1976). Retrospective Theses and Dissertations. 6230. https://lib.dr.iastate.edu/rtd/6230 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 76-28,265 WADE, Lloyd William, 1930- PERSPECTIVES ON INDIVIDUAL INSTRUCTION IN EXTENSION EDUCATION. Iowa State University, Ph.D., 1976 Education, adult Xerox University Microfilms, Ann Arbor, Michigan 48io6 Perspectives on individual instruction in extension education by Lloyd William Wade A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPrtY Department: Professional Studies Major: Education (Adult and Extension) Approved: Signature was redacted for privacy. In Chaifefe of Major JWork Signature was redacted for privacy. Fqrythe Major Departmen Signature was redacted for privacy. For the Grafjate College Iowa State University Ames, Iowa 1976 ii TABLE OF CONTENTS Page INTRODUCTION 1 Significance of the Study 1 Purpose of the Study 3 Definitions 5 REVIEW OF LITERATURE 12 Instructional Method 13 Instructional Technology 23 Independent Study 29 Overview 33 BACKGROUND 37 Beginnings 37 Development 4-2 Instructional Forms 46 THEORETICAL FRAMEWORK 5O Communication Theory 50 The Information Concept 52 Information and Extension 56 METHOD OF RESEARCH 6O Assumptions 60 Procedures 6l Hypotheses 66 ill Page FINDINGS 69 National 69 State 74a International 75^ DISCUSSION 107 Limitations of the Study IO7 Indications 109 Directions for Further Research 114 , Implications 117 SUMMARY 127 BIBLIOGRAPHY I30 EXHIBITS l^rô 1 INTRODUCTION American education appears to be witnessing a heightened interest in the individual learner. The concepts of individual instruction or individualized instruction seem to be exerting considerable impact on education in the United States. Perhaps many observers would agree that the trend has reached the proportions of a movement. Opinions may differ as to the relevance or importance of the movement. Nevertheless, in­ dividualized teaching does seem to be firmly established as an instructional development (l). Significance of the Study The fact that every learner is unique seems sufficient justification for an interest in the topic of individual instruction. "Perhaps no tenet of education is more widely held or more frequently expressed than that education must be centered in the individual" (2, p. 13). Yet group instruction and mass education are social necessities. Consequently, numerous organized efforts have been made to "insure that the individual not be lost in the group." Wedemeyer and Childs (2) suggest that: A mere listing of some of the best known attempts at solution will indicate their number and variety. The list includes the Lancaster Plan, the Dalton Plan, two- track plans and three-track plans, semi-annual promo­ tions, differentiated curricula, ungraded classes, homogeneous grouping, sub-grouping within classes, special classes and differentiated assignments (p. 13). The principles of programmed instruction and mastery learning appear 2 to have provided the basis for much of the theory and research related to individualized learning. Borg and Gall (3) report that several projects related to the development of the individualization of instruction in the school curriculum are in progress on a large scale, and that "Each of these projects has required millions of dollars and years of research effort" (p. 22). In their estimation, the most significant of these projects at this time is Individually Prescribed Instruction (iPl), but they do consider work on individualized instruction related to other projects as an important line of current research activity. They also note that "The theoretical rationale for IPI is the research findings and instruc­ tional theories that have resulted from work on programmed instruction" (p. 20). Interest in the individualization of learning is not confined to primary and secondary education. Gross (4) speaks of a "new concern" for the individualization of instruction and indicates that "At the level of higher education, the concept of mastery learning has been incorporated into a more sophisticated learning model known as PSI (Personalized System of Instruction)..." which is a plan developed by F. S. Keller. Reportedly, "The Keller Plan has swept across the nation and across academic disciplines at a phenomenal rate" (4). Such an interest in projects and plans of individual learning would suggest a concomitant growth of work on materials related to the move­ ment. Gow and Yeager (5) feel that; 3 During the last ten years, increasing attention has "been given to the development of individualized instructional materials at the primary, secondary, and postsecondary. levels. This attention is manifest in the work of educational research centers, regional laboratories, and many special curriculum development projects sponsored by both public and private agencies. If Weisgerber (6) is correct, a considerable number of learners are realizing the impact of the movement: By any conservative estimate, the numbers of students involved in individualized educational programs today must number in the hundred of thousands. It is probably the single most exciting trend in American education today. At this point it would seem that individualized instruction is an important form when considered from the standpoints of effort, expend­ iture, number of plans, materials production and number of learners. The matter under investigation here is the relationship of individual instruction to extension education. It is a fundamental assumption of this study that extension is a noteworthy social invention and a vital type of education. The need for this study is suggested by the fact that individual instruction appears to be an important method, and that extension education is a significant part of the total education enterprise. Purpose of the Study This research is concerned with an examination of the phenomenon of individual instruction with respect to extension education. The general purpose of the study is to increase understanding about individual instruction in extension. As an inquiry into the status of 4 individual instruction in extension, this is exploratory research. It will not attempt to investigate the efficacy of individual instruction under the varying conditions found in extension education. The more specific purpose of the study is to probe the extent to which a relationship might exist between individual instruction and extension education, and examine the nature of this relationship in the light of selected perspectives. The effort to develop perspectives and assess the status of individual instruction in extension education will proceed in a systematic fashion. The study will begin