Effects of Instructional Strategies and Conceptual Levels on Students' Motivation and Achievement in a Technology Course
Journal of Research and Development in Education Volume 33, Number 3, ISSN 0022-426X
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)
Flowers, C.P., Hancock, D.R. & Joyner, R.E. (2000). Effects of Instructional Strategies and Conceptual Levels on Students' Motivation and Achievement in a Technology Course. Journal of Research and Development in Education, 33(3), 187.
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Sawsen Lakhal, College of Business Administration, Université Laval, Canada; Hager Khechine & Daniel Pascot, Department of Management Information Systems, College of Business Administration, Université Laval, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6181–6188
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