ERIC Number: ED430988
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Enhancing Students' Motivation To Learn by Matching Conceptual Level with Instructional Type.
Flowers, Claudia P.; Hancock, Dawson R.; Joyner, Rowanne E.
The main effects and interactions of a teacher's instructional methods (direct/nondirect) and students' conceptual levels (high/low) on the students' motivation to learn academic course content were studied with 65 college students in an introductory educational technology class. Students completed a measure designed to indicate their conceptual level and received direct or nondirect instruction according to T. Cicchelli's classification (1983). There was no statistically significant interaction between instructional strategy and conceptual level on students' motivation to learn course content. On the contrary, there was a statistically significant main effect for instructional groups in that students in the nondirect instruction treatment, regardless of conceptual level, demonstrated much higher motivation levels than student exposed to direct instruction. (Contains 2 tables and 10 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A