The Doctor Fox Research (1973) Rerevisited: "Educational Seduction" Ruled Out

Autor/inn/en	Peer, Eyal; Babad, Elisha
Titel	The Doctor Fox Research (1973) Rerevisited: "Educational Seduction" Ruled Out
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.36-45 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033827
Schlagwörter	Lecture Method; Teacher Characteristics; Student Evaluation of Teacher Performance; Validity; Replication (Evaluation); Evaluation Methods; Evaluation Criteria; Bias; Learning Processes; Knowledge Level; Reputation; Metacognition; Undergraduate Students; Meta Analysis; Attribution Theory; Citation Analysis + Suchen Sie Ihr Suchwort? Gültigkeit; Learning process; Lernprozess; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Meta-analysis; Metaanalyse; Citation; Citations; Zitatenanalyse; Zitat
Abstract	In their study about the Dr. Fox lecture, Naftulin, Ware, and Donnelly (1973) claimed that an expressive speaker who delivered an attractive lecture devoid of any content could seduce students into believing that they had learned something significant. Over the decades, the study has been (and still is) cited hundreds of times and used by opponents of the measurement of student evaluations of teachers (SET) as empirical proof for the lack of validity of SET. In an attempt to formulate an alternative explanation of the findings, we replicated the 1973 study, using the original video of the lecture and following the exact methodology of the original study. The alternative explanations tested on several samples of students included (a) acquiescence bias (via a reversed questionnaire and a cognitive remedy); (b) ignorance bias (participants' lack of familiarity with the lecture content); (c) status/prestige bias (presentation of the speaker as a world authority); and (d) a direct measurement of students' reports about their presumed learning. The Dr. Fox effect was indeed consistently replicated in all samples. However, the originally proposed notion of educational seduction leading to presumable (illusory) student learning was ruled out by the empirical findings: Students indeed enjoyed the entertaining lecture, but they had not been seduced into believing they had learned. We discuss the relevance of metacognitive considerations to the inclusion of self-reported learning in this study, and to the wider issue of the incorporation of student learning in the contemporary measurement of SET. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01