000			01643nam a22002657a 4500
008			121219t2002 wau||||| |||| 00| 0 eng d
022			_a0022-0671
082			_221 _a050/H19
085			_aAI 050/H19
085			_221 _aAI 050/H19
100			_aHancock, Dawson R.
245			_aInfluencing university students' achievement and motivation in a technology course/
246			_aThe Journal of Educational Research
300			_a2 figs.; 3 tables
362			_avol. 95, no. 6 (July/August 2002): 365-373.
520			_aThe 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.
650			_aHIGHER EDUCATION.
650			_aMOTIVATION.
650			_aTECHNOLOGY.
700			_aBray, Marty.
700			_aNason, Scott A.
942			_2ddc _cPER
999			_c21607 _d21607
040			_cLearning Resource Center