Abstract
Learners often feel that instruction lacks personal relevance. Designing instructional materials that account for learners’ interests may be one means of improving motivation in instruction. High school seniors (N=72) participated in an experimental study that investigated the motivational effects of incorporating their reported interests into instruction. Results showed that significantly more learners were willing to return to a task that used their interests (F=5.76, p<.02). Using interests was valuable for both high and low achievers. Interests are discussed.
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Herndon, J.N. Learner interests, achievement, and continuing motivation in instruction. Journal of Instructional Development 10, 11–14 (1987). https://doi.org/10.1007/BF02905781
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DOI: https://doi.org/10.1007/BF02905781