The study examines the behavioral patterns of high, average and low achievers in classrooms implementing an individualized instructional strategy. The study makes use of an observational instrument modelled on Medely's Personal Record of school Experiences (PROSE). Seventy-two boys and girls chosen from 12 first, second and third grade classrooms were included in the sample; 1/3 were ranked by the teacher as high achievers, 1 / 3 as average and 1/3 as low achievers. The findings revealed that students spent about 2/3 of their time on independent work; and the time spent interacting with teacher was about equal to the time spent interacting with classmate.
The results also showed that interaction patterns between teacher and individual students are related to the student achievement level. In addition, distinctly different work patterns of independent activity were discerned in high and low achievers indicating higher involvement in on-task activities among high students compared with low achievers. Similiar patterns of interaction between students were found for high, average and low achievers demonstrating either on-task or off-task interaction of a verbal nature among students of the same sex. Implications for teachers, teachers trainers and instructional developers are discussed.