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Effects of Instructional Strategies and Conceptual Levels on Students' Motivation and Achievement in a Technology Course
ARTICLE

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Journal of Research and Development in Education Volume 33, Number 3, ISSN 0022-426X

Abstract

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)

Citation

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. Retrieved February 24, 2021 from .

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