Interactive effects of student anxiety, achievement orientation, and teacher behavior on student achievement and attitude

Individual differences among learners constitute an important class of variables for research on instruction. Their study has been of interest because measures of these variables usually predict learning outcome. There is renewed interest in this fact today because aptitudes now often appear to interact with instructional outcomes, relating differently to learning outcomes under different instructional treatments. Practical interest for science educators stems from the possibility that such interactions may be used to adapt science instruction to fit different learners optimally. Aptitude-treatment interactions (ATI) have been the subject of many studies in recent years and a wide variety of ATI findings are now in hand establishing the existence of ATI as a phenomena. Continuing research in this area will hopefully lead toward improved theory and practice to explain and to use aptitude for science instructional purposes. This article identifies promising areas of ATI research as well as general methodological guidelines for interested science educators.

Aptitude-treatment interaction research in science education

Summary In instructional development, one is often advised to take individual perceptional preferences into account when designing audiovisual materials. Perceptual and learning style research literature, however, offers no clear evidence for modality preferences for either video or audio. The same holds for other interlocking symbolic modalities: verbal and pictorial, and reading and listening. Here, too, no such thing as individual modality preference has been clearly proved. A relatively strong support is given to the dichotomy of visualizers/nonvisualizers. In the research literature these various dichotomies are not always clearly discriminated. Audiovisual design must deal with learner characteristics, such as perceptual preference, in the same way as it deals with other characteristics such as reading proficiency and prerequisite visual literacy: by building upon optimal prerequisite information and intuitive knowledge about the target group. There is not yet a legitimate theoretical basis for labo...

Target Group Characteristics:: Are Perceptional Modality Preferences Relevant for Instructional Materials Design?

In instructional development one is often advised to take individual perceptional preferences into account when designing audiovisual materials. Perceptual and learning‐style research literature, however, offers no clear evidence for modality preferences for video or audio. The same holds for other interlocking symbolic modalities: verbal and pictorial, and reading and listening. Here, too, no such thing as individual modality preference has been clearly proved. A relatively strong support is given to the dichotomy between visualizers and nonvisualizers. There is not always a clear discrimination in the research literature between these various dichotomies. Audiovisual design must deal with learner characteristics such as perceptual preference in the same way as it deals with other characteristics such as reading proficiency and prerequisite visual literacy: by building on optimal prerequisite information and intuitive knowledge about the target group. There is not yet a legitimate theoretical ba...

Target Group Characteristics: Are Perceptional Modality Preferences Relevant for Instructional Material Design?.

Over the last decade audio‐tapes have become increasingly used in teaching external students in university courses. This paper examines the use that external students make of audio‐tapes. Students who have a natural preference for obtaining information by listening feel that tapes are effective as sources of information as well as being effective in stimulating their work and maintaining their morale. Students who prefer to use written sources of information rather than tapes nevertheless feel that tapes fulfil a valuable role.

Learning from Tapes: the Experience of Home‐based Students

The Evaluation of an Audio-tape Mediated Course—II

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

G. W. Ackers

Author Tools

Chat about Author

Papers

The Evaluation of an Audio-tape Mediated Course—II