ERIC Number: ED408936
Record Type: RIE
Publication Date: 1997-Mar
Homogeneity in Students' Conceptions about the Efficiency of Instructional Interventions: Origins and Consequences for Instructional Design.
Elen, Jan; And Others
Instructional metacognition refers both to conceptions of students about the contribution that instructional interventions can make to their learning, and to the impact of these conceptions on students' interpretation and use of instructional interventions. This study analyzes student conceptions of efficiency-related attributes of instructional interventions--instructional elements or features of them, such as lecture, courseware, transparencies during a lecture, cartoons in a textbook; and learning activities (activities both initiated and executed by the student) such as making a summary or discussions with peers. A survey study of university freshman (n=489) was re-analyzed to address these issues. The questionnaire contained identification questions, and a list of 20 instructional interventions and 20 learning activities to be rated on a 5-point Likert-type scale for their contribution to study result and study time. Gender, domain of study, and educational background were analyzed as independent variables. Results include: (1) university freshman largely perceive current school practices of both interventions and learning activities to be highly efficient; (2) students perceive that interventions that contribute to an increase of study results decrease study time, and learning activities that increase study time also increase study results; (3) for both instructional interventions and learning activities, students reject the use of technology as being inefficient; and (4) domain of study is the only independent variable that consistently affects students' conceptions of instructional interventions. (Contains 13 references.) (SWC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).