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Study Of An Instructor 's Fluency Affects Students ' Perceptions Of Amount Of Material Learned

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An Introduction Section on Replication Study of an Instructor’s Fluency Affects Students’ Perceptions of Amount of Material Learned
Herminia Reyes
PSYC 3030: Research Methods
Dr. Matthew Schmolesky, Instructor
Georgia Gwinnett College

An Introduction Section on Replication Study of an Instructor’s Fluency Affects Students’ Perceptions of Amount of Material Learned Can the preparedness of an instructor influence how well a student learns or a student’s belief of how much he or she learned? There have been several studies performed in this area, with all having similar focuses on students’ learning (Al-Dhafiri, 2015; Carpenter, Wilford, Kornell, & Mullaney, 2013; Diemand-Yauman, Oppenheimer, & Vaughan, 2011; Eitel, Kühl,
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is an important study because how difficult or easy the material may seem may influence how much of the material the students believe they have learned. Compared to the study performed by Carpenter et al. (2013) on students perceptions of how much they have learned based on how their teachers preparedness for instruction, Diemand-Yauman et al.’s study studies how difficult the material is presented to students leads to more or less learning. On the other hand, Sencibaugh & Sencibaugh’s (2015) research suggests that explicit questioning and discussion of students in a classroom setting in regard material read, individually and in class, was beneficial for students, and it improved their levels of reading. Sencibaugh & Sencibaugh’s study leads to the question if students’ levels of involvement in discussions and perception of how much they participated in discussion lead improved or unimproved levels of reading. Further, according to Al-Dhafiri (2015), teachers’ perceptions on maturity appropriate practices in instructing students on reading and writing are important because it may affect students’ thoughts of their learning. Al-Dhafiri suggests that introducing different forms of teaching is beneficial for students, such as discussion about books, questions about books, story time, writing, etc. Al-Dhafiri’s research suggests that not only does the students’ perceptions of their own learning may affect them, but also their teachers’
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