NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ612234
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-426X
Effects of Instructional Strategies and Conceptual Levels on Students' Motivation and Achievement in a Technology Course.
Flowers, Claudia P.; Hancock, Dawson R.; Joyner, Rowanne E.
Journal of Research and Development in Education, v33 n3 p187-94 Spr 2000
Investigated the impact of teachers' instructional strategies (direct or non-direct) and college students' conceptual levels (high or low) on students' achievement and motivation to learn. Students in the nondirect instruction group, regardless of conceptual level, were more motivated than students in the direct instruction group. Overall, high conceptual-level students demonstrated higher achievement than low conceptual-level students. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A