Abstract
AbstractThe relationship between instructional pace and student generated noise was examined. The 200 introductory psychology Ss attended to slow, normal, or fast instructional paces on Monday’s and Wednesday’s. Two-factor analysis of variance was applied to the student generated noise data. Results indicated a significant instructional pace main effect. The day of the week main effect and the pace by day interaction were both found to be nonsignificant. Moderate pace was associated with less noise than either slow or fast pace suggesting a possible U shaped function.
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