The Effect of Egr Uleg versus R Uleg and Teacher-centredness versus Student-centredness on Pupil Gain and Satisfaction*

Concerning the course cons t ruc t ion project "Engineer ing Design", a decision had to be made about the ins t ruct ional procedures of the seminar stage of the course. In order to come to this decis ion in a more just if iable way an exper iment was designed to compare four ins t ruct ional procedures (viz. a teacher-centred egruleg-, a s tudent-centred egruleg-, a teacher-centred ruleg-, and a s tudent-centred ruleg procedure) on cognit ive pupil gain and satisfaction. F o r test ing the hypotheses an analysis of variance design was used. Twelve groups of ca. 20 s tudents were divided into the four cells of a 2 x 2 factorial design with one comple te ly nested factor. The results of the exper iment have shown that there are no differences be tween the procedures as to pupil gain and satisfaction. However , differences were found be tween the separate s tudent groups (nested factor) , irrespective of the instruct ional procedures. A plausible explana t ion seems to be the effect o f in terac t ion be tween instruct ional procedures, teachers and students.