Abstract This study evaluates the effectiveness of conventional and self-paced instruction and locus of control theory on student achievement, Three null hypotheses were tested: there are no significant differences on the basis of (1) method of instruction, (2) locus of control, and (3) their interaction. For one semester, 120 introductory accounting students were taught using either conventional or self-paced instruction. At the completion of the semester, and achievement test was administered. Results indicated that hypothesis (1) was not supported. Students taught using the conventional method significantly outperformed students taught using the self-paced method. Hypotheses (2) and (3) were accepted.
Marianne S. Battista (Sat,) studied this question.