There's ample evidence that if a student likes or enjoys a class that they will *perceive* that they are learning more. In contrast, students may not like a class, and therefore self-report that they didn't learn very much. This is particularly problematic in the assessment of educational techniques (flipped, active, hybrid, online, etc), since implementation of these techniques are often associated with lower teaching evaluations.
This raises the question, is student enjoyment of a class correlated with their *actual* learning, retention and recall, comprehension of the material, or any other metric that isn't self-reported?
I would especially appreciate scholarly references on the subject!
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