Power in the classroom VII: Linking behavior alteration techniques to cognitive learning

Abstract

The present investigation examined the relationship between use of Behavior Alteration Techniques (BATs) and student perceived cognitive learning in college classes. Arguing that BATs serve to gain student on‐task compliance which, in turn, is consistently associated with achievement, results indicated a substantial relationship between BAT use and cognitive learning on both absolute and relative measures of achievement. Supplementary analyses further indicated that students perceived “good”; teachers employing more of the BATs positively associated with learning, while “poor”; teachers employed more of the BATs negatively associated with learning. Relatively small differences in teacher BAT use were noted for courses in students’ major area of study versus those courses outside their major. Discussion centers on those BATs recommended for use which are associated with higher cognitive learning and which do not, simultaneously reduce students’ affect.

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