The surveys listed above do not directly probe student
perceptions about the course itself, nor is there an
explicit link in the literature connecting student perceptions
of their courses with epistemology. In fact, one
study that measured both student satisfaction with an
intervention and CLASS scores showed that although
students were overwhelmingly dissatisfied with the intervention,
which was a tutorial implementation, the class
showed no gain or loss on the CLASS as a whole [26].
The authors liken the tutorials to a ‘‘potent medicine’’
which need not be pleasurable to be effective. Indeed, a
hidden assumption about some instructional interventions
may be that they are useful in improving cognitive gains,
so they are worthwhile regardless of effects on student
affect. However, if we are interested in influencing the
behavior of future teachers, we ought to also attend to
students’ affect regarding the intervention or method of
instruction.