Abstract
The purpose of this study is to examine the cognitive and affective responses of students to behavioral objectives for a unit of instruction in a basic speech communication course. The findings indicate that (a) student affective reactions to the instructional process serve as an intervening variable, one usually neglected in the study of behavioral objectives, and (b) in instructional situations when training in the use of behavioral objectives is not possible, students function as well with key concepts as they would with highly specific objectives. Two means of humanizing objectives are suggested: (1) personalizing the language of instructional objectives and (2) focusing on the process rather than the product of learning.
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