Pedagogical Affect, Student Interest and Learning Performance

Research article “Pedagogical affect, student interest and learning performance” Review

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Submitted To:

 Mrs. Sabina Baniya Chhetri

Course Faculty

Business Research Methodology

Kathmandu University School of Management

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Submitted By:

Bhushan Karki

15114

MBA Fall 2015

Kathmandu University School of Management

15th September, 2016

Research Article Review

Research Title: Pedagogical affect, student interest and learning performance

Authors: Jose Luis Abrantes

           Claudia Seabra

           Luis Filipe Lages

Date: March 1st, 2006

Problem Statement

Literature Review

The authors conducted various literature review on previous researches. Based on the literature review, the study identified the major determinants of perceived learning. From the literature review conducted by the authors they identified that student – instructor interaction, instructor’s responsiveness, course organization, and the instructor’s likeability/concern have changing effect on pedagogical affect, student interest and learning performance, which in turn affect students’ perceived learning.

The conceptual framework of the research study has been shown below based on previous researches:

Figure: Conceptual Framework

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Independent Variables                                       Intervening Variables                 Dependent Variables

Hypothesis

The hypothesis that have been tested in the study are as:

H1: A higher degree of student-instructor interaction leads to a higher level of pedagogical affect.

H2: A higher degree of instructor responsiveness leads to a higher level of student interest.

H3: A higher degree of course organization leads to a higher level of pedagogical affect.

H4: A higher level of instructor likeability/concern leads to a higher level of learning performance.

H5: A higher degree of student learning performance leads to a higher level of pedagogical affect.

H6: A higher degree of student learning performance, leads to a higher level of student interest.

H7: Higher learning performance leads to higher perceived learning.

H8: Higher student interest leads to higher perceived learning.

H9: A higher degree of pedagogical affect leads to higher perceived learning.

Methodology

The purpose of the study was hypothesis testing. The study intended to explain the nature of relationship of student-instructor interaction, instructor’s responsiveness, course organization, and the instructor’s likeability/concern which effects on pedagogical affect, student interest and learning performance which in turn affects students’ perceived learning. Correlational study was conducted in order to identify the relationship of the variables. Field study were conducted with minimal interference of the researcher. The study had individuals as the unit of analysis and the study was a cross-sectional study since the data were collected just once.