Does Experience Affect Perceptions of Interest and Relevance When Reading a Narrative Classroom Case?

• In Event: Poster Session 15
  In Poster Session: Instructional and Learner Factors That Affect Student Outcomes

Abstract

Students (N = 321) learned about feedback best practices, read a conceptually related narrative classroom case, and rated case sentences in terms of interestingness and relevance to the learning material on feedback. Exploratory factor analysis was used to identify patterns of response regarding case sentence ratings. Conceptual categories derived from factor analysis were compared to determine which categories are rated as most interesting and relevant to the learning material. Then students with and without teaching experience were compared in terms of their case sentence ratings. Results indicate that students with teaching experience rated Feedback Practices as more relevant to the learning materials. No differences in terms of interestingness rating were found. Scientific and practical implications are discussed.

Authors

• Sara A. Abercrombie, Northern Arizona University

• Ellen Lambert, Bowling Green State University