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use of the module. The greatest factor influencing the lack of statistically significant difference in the other four comparisons was their previous exposure to many innovative ideas and programs which related highly with the skills of the module, thereby increasing observation ratings in the control groups.
The effective use of Campbell and Stanley's Institutional Cycle Design could be an important outcome of this study. Its greatest asset was the ability to have a control and experimental group yet allow for all teachers who volunteered to use the module to be able to do so. Its greatest liability was the time constraint. Inherent in the process of PBTE is self-pacing. Therefore, placing a time limit violates this feature. If an open time schedule is conceived using this design then the researcher must be more aware of the possibility of maturation as a cause of internal invalidity.
One of the many reasons volunteered by teachers for
preferring modules to courses was the opportunity to practice what they were learning directly in their classrooms. This would support the research results by Sandefur that teaching behaviors are significantly modified by experience (55).