Five aspects of student affective learning were examined in this study. These included: (1) awareness of lesson structure, (2) ease in understanding, (3) satisfaction in responding, (4) valuation of the lesson as helpful, and (5) valuation in terms of relevancy and value. Four lessons were written in both a high-kinetic-structured format and a low-kinetic-structured format. Kinetic structure was defined as the amount of subject matter terms which appear as common elements in contiguous statements by teachers and the frequency of occurrence of same. O. Roger Anderson's technique was used to analyze lesson kinetic structure. A balanced and crossed 2 X 2 experimental design was used with each group of students being presented two high-structured and two low-structured lessons, and one of each of these in an evaluative and a nonevaluative context. The results obtained showed that students in both contexts were aware that the high-structured lessons were better organized, more structured, and easier to understand. (Author/EB)