Do Explicit Course-Level Learning Objectives Affect Students’ Course Perceptions and Ability to Recall Factual Knowledge and Analyze Political Problems?

Abstract

This research examines whether explicit course-level learning objectives (LOs) affect students’ perceptions of courses and ability to recall factual knowledge and analyze political problems. The study compares four sections of the author’s introductory world politics course – two that were provided with the explicit learning objectives and two that were not. The results revealed no difference in students’ performances when it came to recalling facts and analyzing problems. Analyzing student evaluations, however, indicated that students who received learning objectives perceived the grading of their assignments as fairer than did students who did not receive LOs, indicating that LOs help students feel comfortable in a course. This suggests the need for research examining how LOs interact with such educational techniques as learning teams and weekly writing assignments. Future research also might explore how LOs affect students in courses employing online and other delivery methods.