Abstract :
In this paper, 40 studies are reviewed in which the effectiveness of the personalized system of instruction (P.S.I.) is compared to that of the traditional class method, over the period 1969 to 1979, and a sample is taken of the number and nature of the criteria used and the results of said comparisons in relation to 10 criteria. Most of the research consulted (90 percent) only partially evaluated the methods since it included only one to three criteria for the purposes of comparison. The criteria most frequently used were experimental comparisons of performance, students´ attitudes and opinions, and dropouts. The results of the comparison of both methods favor P.S.I. as far as the majority of the criteria are concerned. Both the positive aspects and the limitations of the aforementioned studies are discussed, and reference is made to the trends in research on P.S.I. throughout the decade. Finally, it is suggested that work be undertaken with a view to developing a comprehensive model for the evaluation of instruction methods.
