Influencing university students' achievement and motivation in a technology course/
By: Hancock, Dawson R.
Contributor(s): Bray, Marty | Nason, Scott A.
Description: 2 figs.; 3 tables.ISSN: 0022-0671.Other title: The Journal of Educational Research.Subject(s): HIGHER EDUCATION | MOTIVATION | TECHNOLOGYDDC classification: 050/H19 Summary: The authors investigated the interactive and differential effects of professors' instructional methods and university students' conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology course and deserve further research.The authors investigated the interactive and differential effects of professors' instructional methods and university students' conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology course and deserve further research.
There are no comments for this item.