Inhibition and student regall of instructional messages

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Abstract
This research investigated the effect of trait CA and anticipated interaction on student recall of instructional messages. It was hypothesized anticipated interaction would elicit higher levels of state anxiety in students with high CA which would inhibit their free recall of a lecture. Undergraduate students were tested for their level of trait CA three weeks prior to the main study. They were randomly assigned to either a control (lecture) or experimental (lecture and anticipated interaction) condition. Both groups completed a self report scale of state anxiety and listed their free recall of the lecture. Results supported the hypotheses. High CA students reported greater anxiety and lower recall as predicted. On average, the high CA experimental group showed a decline of 20% in correct recall compared to the high CA control group.