ERIC Number: ED188601
Record Type: RIE
Publication Date: 1980-Apr-1
Reference Count: 0
Do Students Enjoy the Instructional Method from Which They Learn the Least?: Antagonism between Enjoyment and Achievement in ATI Studies.
Clark, Richard E.
This review of research on the achievement/enjoyment relationship cites evidence from aptitude treatment interaction (ATI) studies suggesting that students tend to like the instructional method from which they learn the least. High ability students prefer more structured and directive methods, but learn best from more open and permissive approaches; the reverse is true for low ability students. Furthermore, low ability students are the most vulnerable to the antagonism between learning and liking. Directive methods duplicate unnecessarily for high ability students and permissive methods fail to provide needed strategies for low ability students. Under certain conditions, novelty will add to the enjoyment of an instructional method for all ability levels; however, it will detract from achievement if it requires skills the student does not possess. Other factors such as prior knowledge, independence and conformity tendency, locus of control, and anxiety are also found to have an effect. Additional research is required to clarify the relationship between achievement and enjoyment. It seems reasonable to expect that the most desirable goal of instruction would be that students come to enjoy those instructional approaches from which they learn the most and it is premature to conclude that these ends are incompatible. (Author/RAA)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 1, 1980).