The study was conducted in an effort to determine if there were any differences in terms of student learning between two methods of instruction in teaching the Wechsler Intelligence Scale for Children (WISC). The scores on two outcome measures--a cognitive examination and a performance examination--were compared between students in an ExperimentaI group who learned by means of independent study and those in a Control group who Iearned to understand, administer, and score the WISC by means of a traditional method
