pic 1pic 2pic 3Submitted To:
Mrs. Sabina Baniya Chhetri
Business Research MethodologyKathmandu University School of Managementpic 4pic 5pic 6Submitted By:Bhushan Karki15114MBA Fall 2015Kathmandu University School of Management15th September, 2016Research Article ReviewResearch Title: Pedagogical affect, student interest and learning performanceAuthors: Jose Luis Abrantes Claudia Seabra Luis Filipe LagesDate: March 1st, 2006Problem StatementLiterature ReviewThe 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 Frameworkpic 7pic 8pic 9pic 10pic 11pic 12pic 13pic 14pic 15pic 16pic 17pic 18pic 19pic 20pic 21pic 22pic 23pic 24Independent Variables Intervening Variables Dependent VariablesHypothesisThe 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.MethodologyThe 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..