Student-centered instruction and student affect
Catharine C. Knight, University of Akron
Dexter Perkins, University of North Dakota
Jennifer Stempien, University of Colorado
David McConnell, North Carolina State University
Walter Kuleck, The Hennepin Group
ABSTRACT Student motivation, beliefs and emotions are important influences on learning. To maximize learning, we must consider how teaching activities and classroom environment may influence student affect. To explore these relationships, a case study comparing two closely-matched classrooms, one student-centered, the traditional, was designed. Using measures of classroom activities and environment (the Reform Teaching Observation Protocol) and student affect and learning strategies (the Motivated Strategies for Learning Questionnaire), the class with student-centered learning demonstrated less deterioration in student affect than the class with traditional teaching practices. Academic Exchange Quarterly Fall 2011: Volume 15, Issue 3 FULL TEXT of this article is available by subscription. See your library or subscribe yourself to print (paper copy).