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ERIC Number: EJ1076433
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1927-5250
Measuring Student Preferences for Stimulus-Response (Rote) Learning
Peters, Robert A.; Higbea, Raymond J.
Journal of Education and Learning, v3 n2 p92-107 2014
The study developed and distributed a survey to measure students' preference for stimulus-response learning. The responses of undergraduate and graduate students suggest the desire to maximize grades fosters a strong preference for instructors who tell students what they need to know and exam questions that incorporate terms and keywords similar to those used in course materials. Although graduate students exhibit a strong partiality for additional elements of stimulus-response learning, they are less likely than undergraduates to prefer courses in which complex assignments are accompanied by step-by-step instructions and most of the required readings are covered by lectures. They also are less prone to focus their exam preparation on items discussed in class. Given the students' predisposition to replicate information and problem solving strategies conveyed to them, the development of creativity and critical thinking is dependent on students assuming greater responsibility for learning. Instructional strategies for achieving the outcome are discussed.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A