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Teacher-centered versus student-centered mode of college classroom instruction as related to manifest anxiety

Teacher-centered versus student-centered mode of college classroom instruction as related to... Investigated the possibility of an Aptitude * Treatment interaction between student and teacher centered modes of classroom instruction and manifest anxiety. 69 students enrolled in 2 separate sections of an introductory psychology course completed the Taylor MA scale. Appropriate course examinations served as criterion measures. Results reveal a disordinal interaction such that while the teacher-centered mode optimized learning for high-anxious Ss, the student-centered approach resulted in superior performance for low-anxious Ss. (33 ref.) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology American Psychological Association

Teacher-centered versus student-centered mode of college classroom instruction as related to manifest anxiety

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Publisher
American Psychological Association
Copyright
Copyright © 1973 American Psychological Association
ISSN
0022-0663
eISSN
1939-2176
DOI
10.1037/h0034590
Publisher site
See Article on Publisher Site

Abstract

Investigated the possibility of an Aptitude * Treatment interaction between student and teacher centered modes of classroom instruction and manifest anxiety. 69 students enrolled in 2 separate sections of an introductory psychology course completed the Taylor MA scale. Appropriate course examinations served as criterion measures. Results reveal a disordinal interaction such that while the teacher-centered mode optimized learning for high-anxious Ss, the student-centered approach resulted in superior performance for low-anxious Ss. (33 ref.)

Journal

Journal of Educational Psychology – American Psychological Association

Published: Apr 1, 1973

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