Comparative acceptability and effectiveness of teacher-revised and designer-revised instruction

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Abstract

This study examined whether instructional material revised by teachers will be more effective and adopted more readily than material revised by designers and material that is not revised. Teachers from a vocational school were randomly assigned to review one version of the material and complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and complete a posttest.

Contrary to expectations, the teacher-revised material was as effective as the designer-revised material and more effective than the original material, yet it was not more acceptable to teachers. As expected, the designer-revised material was more effective than the original material. However, teachers were no more favorably disposed to the designer-revised version than to the original version. Possible reasons for these findings are described and suggestions for future research are offered.