ABSTRACT
A modified version of the Keller Plan or Personalised System of Instruction (PSI) was employed in a controlled experiment designed to evaluate the success of an innovatory behavioural teaching approach in Higher Education. Technology students studying subsidiary physics were randomly allocated to two groups. One group was taught under a traditional lecture format and the other under a modified PSI format. The PSI group were able to earn free time and bonus coursework marks for successfully completing fortnightly criterion tests. The results showed that fewer PSI students failed the course or passed with low marks and that overall their mean scores on the exam were significantly higher, by about 10%.
