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Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material
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Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M. – Communication Education, 2016
This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…
Descriptors: Student Motivation, Video Technology, Lecture Method, Scores
Instructor Misbehaviors Impede Students' Cognitive Learning: Testing the Causal Assumption
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Goodboy, Alan K.; Bolkan, San; Baker, James P. – Communication Education, 2018
Guided by assumptions from the cognitive-affective theory of learning with media, we conducted a teaching experiment to corroborate past correlational research that suggested instructor misbehaviors, in the form of antagonism toward students, impede students' cognitive learning. Participants were 472 undergraduate students who were randomly…
Descriptors: Teacher Behavior, Undergraduate Students, Cognitive Processes, Learning Theories
Look Who's Talking: A Comparison of Lecture and Group Discussion Teaching Strategies in Developing Critical Thinking Skills.
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Garside, Colleen – Communication Education, 1996
Compares the effectiveness of traditional lecture methods of instruction to group discussion methods of instruction in developing critical thinking. Finds no significant difference in the two instructional methods, but significant gains were found from the pretest to the posttest for both instructional strategies. Concludes that face-to-face…
Descriptors: Comparative Analysis, Critical Thinking, Discussion (Teaching Technique), Higher Education
A Comparison between PSI-Based and Lecture-Recitation Formats of Instruction in the Introductory Speech Communication Course.
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Gray, Pamela L.; And Others – Communication Education, 1986
Findings suggest that the Personalized System of Instruction in the introductory speech communication course tends to equal or be more effective than the lecture-recitation format in (1) attitudes toward and satisfaction with the course; (2) academic achievement; (3) alleviating communication apprehension; and (4) growth in communication skills.…
Descriptors: Academic Achievement, College Students, Communication Apprehension, Communication Research