One of the current trends in education is to provide instruction that will lead to successful learning experiences for each learner. Research has shown that both cognitive styles and locus of control are constructs of individual differences that influence educational practices and results. This study considers the effect of a cognitive style mapping program on the basic mathematics achievement of community college developmental studies students who have either an internal or external locus of control.

Basic mathematics classes at South Oklahoma City Junior College in the fall of 1981 were used to study this effect. Locus of control was measured using Rotter's I-E Scale. The experimental groups participated in a cognitive style mapping program based on the Mountainview College Modified Hill model. Control groups participated in sentence completion and discussion activities regarding feelings about mathematics. Pretests and posttests of basic mathematics skills were used to determine achievement.

A two-way analysis of covariance and tests of simple main effects were used to test the following hypotheses: (1) There is no difference in basic mathematics achievement between students who have completed a cognitive style mapping program and similar students who have not. (2) There is no difference in the effect of a cognitive style mapping program on the basic mathematics achievement of students who have an external locus of control and those who have an internal locus of control. (3) (4) Within the internal (external) locus of control groups there is no difference in basic mathematics achievement between students in experimental and control groups. (5) The difference on basic mathematics achievement between the cognitive style mapping and control groups for internals is not different from the difference between the cognitive style mapping and control groups for externals.

The only hypothesis rejected was the first hypothesis. Since the control groups' achievement means were higher than the treatment groups', the significant difference was in favor of the control groups. There were no significant relationships between the locus of control variable and the effects of the cognitive style mapping program. Recommendations for further research are discussed.