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Reducing Student Procrastination in a Personalized System of Instruction Course
ARTICLE

ECTAJTRD Volume 32, Number 1, ISSN 0148-5806

Abstract

Examines the effects of three self-pacing procedures on student withdrawal rate, rate of progress, final examination performance, and attitude in a personalized system of instruction for undergraduate students in an introductory speech course. Benefits of reducing student procrastination are discussed in light of the study's results. (Author/MBR)

Citation

Reiser, R.A. (1984). Reducing Student Procrastination in a Personalized System of Instruction Course. Educational Communication and Technology: A Journal of Theory, Research, and Development, 32(1), 41-49. Retrieved March 28, 2024 from .

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