| المستخلص: |
The role of learner control in instruction has been shown to have great promise in the area of instructional design and instructional technology. Research indicates that individual difference variables have been found to interact with the control given to learner during instruction. Three individual characteristics have been found to have interaction in learner control research. Such variables are learner preference, learner cognitive style and perceived technology self-efficacy. The purpose of this study was to investigate the effect of interaction of instructional control (Learner control vs. program control), student preference for control, student cognitive styles and technology self-efficacy on student performance in a computer programing course in two secondary school male learners at Al-baha distract in Saudi Arabia. A hundred twenty (= 120) male school students between the age of 15-16 (m=15.6) years old, were randomly assigned into two instructional control conditions (learner control and program control). Before assignment to the learning conditions, students were asked to choose the instructional condition and they blocked by preference for control scores. Further, the GEFT was administrated to classify participants to the dependent-independent cognitive style poles. Then, a questionnaire to estimate technology self-efficacy (high vs. low self-efficacy) was given to students. At the end of the experiment, student performance in the computer programming course was measured through a 40-item multi-choice achievement test and a 50- item two scale observation card. Data collected from the participants were analyzed by multivariate analysis of variance (MANOVA) with 2x2x2x2 factorial design. The analysis revealed many significant variance in performance: 1) there was a significant effect of instructional control, cognitive style, perceived technology self-efficacy, and preference for control on student performance; 2) there was a two way interaction of control condition by preference for control, and of control by cognitive style, and of control by self-efficacy; and of style by self-efficacy, and of style by preference, and of preference by self-efficacy; 3) there was a three way interaction of control by preference by style, and of control by preference by efficacy, and of control by style by efficacy, and of preference by style by self-efficacy. The results of the study were discussed in terms of their implications for designing e-courses. \
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