Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p <.001, partial η2 =.271) and equally on a recognition learning measure (p =.530). We also found an aptitude-treatment interaction for recognition learning (p =.012, partial η2 =.034) but not transfer (p =.088). Results of goal orientation on learning outcomes were inconclusive.
The goal of this study was to research the frequency of the use of diverse types of humor in the college classroom for a possible association with student interest in course material. This relationship was studied using quantitative methods. Participants answered questions about their interest in course material and the type of humor that their instructor used in the classroom. The study involved 195 undergraduate students ranging in age from 18 to 25. A factor analysis recognized two separate types of humor (relevant/appropriate and non-relevant). The study found that both relevant/appropriate humor and non-relevant humor predicted student interest. The more relevant/appropriate humor used the more student had interest in course materials. As well, the more non-relevant humor used the less students reported interest in course materials. No differences were found between the gender of students in the classroom when examining this question of humor and interest.
The following essay discusses the cultural factors that inspired the “hard body” movies of the 1980’s and 1990’s, but it also describes the changes that occurred, later on, that contributed to the deconstruction of those movies. The hard body movies were characterized by having a reoccurring set of actors (Schwarzenegger, Stallone, and Van Damme) and themes (facing adversaries in a forceful manner), and some of the factors that influenced this portrayal were the Reagan Revolution and a revaluation of the Vietnam war. However, a change in political ideology, and a reassessment of America’s place in the world, inspired the deconstruction of those movies, and newer movies brought with them a new message, of what could be considered a soft body.
The purpose of this study was to examine the frequency of use of different types of humor in the classroom for a possible relationship with perceived and actual learning. This relationship was examined using quantitative methods. Participants answered questions about their perceived and actual learning and the type of humor to which they were exposed (examining the frequency of such exposure). Student’s final grade in the course served as the measure of actual learning. The study consisted of 195 undergraduate students ranging in age from 18 to 25. A factor analysis identified two distinct types of humor (relevant/appropriate and non-relevant) used in the classroom with relevant/appropriate humor predicting perceived learning. No relationship was found between the different types of humor and actual learning. There was also no difference in the interaction between different types of humor with gender.
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