thepeculiarsblog

Affective entry characteristics are important in determining or influencing the student's achievement. And also affect is a causal link in determining learning and in accounting for educational achievement. Relevant affect is determined by the individual's perceptions about his achievement. In addition, affect helps to determine the extent to which the learner will put forth the necessary effort to learn a specific learning task. It also determines the learner's efforts when he encounter difficulties and frustration in the attempt to learn something. Affective entry characteristics are relatively weak and unformed early in the individual's school learning career but become more structured and effective as the individual accumulates a history of learning. The student interprets evidence and feedback provided in the school as an indication of whether he has learned well or poorly and that he then relates the evidence to what he perceives to be related learning tasks encountered subsequently. Affect which is related to a particular class of learning tasks, such as reading, arithmetic or science and which we have termed subject-related affect; affect which is more general and related to the school and school learning; and finally affect which is about the self as a learner. While affective entry characteristics are likely to become resistant to change after the individual has accumulated a long history of experiences with particular types of learning tasks, there must be a variety of means which may be effective in increasing the effort a student will devote to a particular new learning task. For a new series of learning tasks success on the learning tasks which are early in the series are likely to have more productive consequences than failure on the early tasks followed by success on the later tasks. If students perceive the learning tasks as new and different or as unrelated to previous learning tasks, they are likely to begin with relatively neutral or even positive affective entry characteristics in spite of their previous experiences.
Quality of Instruction is a particular characteristics of the interaction between instruction and students. Some components of the quality of instruction are Cues, Participation and Reinforcement. These are the major characteristics in the instruction. The use of feedback and corrective procedures as one means of ensuring that each student gets as good quality of instruction as he needs. Students can acquire learning procedures which will enable them to learn well under less than ideal qualities of instruction. Quality of instruciton is a causal link in determining learning and in accounting for educational achievement. Quality of instruction at any given time period also determines much of the future history of the learner within the schools as well as in the post-school years.