The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching

• DOI: 10.1111/bjep.12416
• Publication Date: 2021-03-24T06:20:36Z
• Authors: Ying Wang; Lijia Lin; Ouhao Chen
• Keywords: Empirical evidence; Empirical Research; Interactivity

Background Research regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence its effect on learners’ delayed comprehension. Moreover, the relative superiority of a peer face to compared an imagined lacks empirical support. Aims The purpose study was investigate interactivity by comparing teaching, as well enhancing generalizability testing it secondary school environment. Sample A total 597 students (282 males) from 12 classes were recruited participate part their psychology course. Methods Participants randomly assigned one six conditions formed 2 (teaching vs. expectancy) × 3 (peer no teaching) between‐subjects design. Their immediate and comprehension tests, motivation, perceived difficulty measured dependent variables. Results Imagined enhanced both comprehension, but only effects motivation upon or expectancy. Conclusions Our findings existing theoretical frameworks, caution should be taken when applying practice.