Teaching introductory psychology with revised standards: Lehigh Carbon Community College.

2022 ◽  
pp. 217-222
Author(s):  
Robin Musselman
Keyword(s):  
Community College ◽  
Introductory Psychology

Anxiety and Attribution as Predictors of Non-Completion of a Course

1979 ◽  
Vol 45 (2) ◽  
pp. 413-414 ◽  
Author(s):  
Theodore A. Chandler ◽  
Thurston Cosner ◽  
Carl A. Spies
Keyword(s):  
Community College ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Introductory Psychology ◽  
Initial State ◽  
External Context ◽  
Significant Difference ◽  
Mastery Approach

16 non-persisters in an individualized mastery approach of introductory psychology in a community college had significantly higher initial state anxiety than 26 persisters, but there was no significant difference in trait anxiety. Non-persisters were also significantly higher than persisters in attributions for achievement to external context.

Traditional versus Televised Instructional Methods for Introductory Psychology

1980 ◽  
Vol 9 (1) ◽  
pp. 45-53 ◽  
Author(s):  
George R. Mount ◽  
Sharon R. Walters
Keyword(s):  
Community College ◽  
Instructional Methods ◽  
Introductory Psychology ◽  
Personality Factors ◽  
Study Guide ◽  
Older Students ◽  
Introductory Course ◽  
Psychology Course ◽  
Better Than

This study compared the performance of students in a televised introductory psychology course to that of students in a traditional introductory psychology course at a community college. All students had the same instructor and textbook. They took approximately the same tests. Students in the televised introductory course did significantly better than those in the traditional introductory course. These two groups were also compared on the basis of age, sex, and scores on the Sixteen Personality Factors Inventory. Students in the televised psychology course were more happy-go-lucky, conscientious, trusting, astute, controlled and less apprehensive. They were also considerably older. Students' evaluation of the TV course, text, and study guide were favorable. More students successfully completed the on-campus psychology course.

Completion of Introductory English as a Predictor of Introductory Psychology Achievement

2002 ◽  
Vol 90 (3_suppl) ◽  
pp. 1197-1200 ◽  
Author(s):  
Anthony J. Guarino ◽  
Jo-Anne E. Schick ◽  
Marian Parker
Keyword(s):  
Community College ◽  
Regression Analysis ◽  
Community Colleges ◽  
Primary Objective ◽  
Introductory Psychology ◽  
High Rate ◽  
Successful Completion ◽  
Reading And Writing ◽  
Psychology Courses ◽  
Psychology Course

The high rate of attrition in introductory psychology courses at community colleges has led some institutions to require an introductory English course, focusing on reading and writing, as a prerequisite. The primary objective of this research was to assess whether successfully completing the introductory English course had any relation to successful completion of the introductory psychology course. Participants were 11,139 students enrolled over a 3-yr. period in introductory psychology courses at a large urban community college in the southwest. A simultaneous multiple regression analysis indicated a significant but not a practical increase in the variance of final grades.

Open Introductory Psychology Textbooks

2017 ◽  
Vol 44 (3) ◽  
pp. 193-202 ◽  
Author(s):  
Richard A. Griggs ◽  
Sherri L. Jackson
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
National Survey ◽  
Introductory Psychology ◽  
College Faculty ◽  
Introductory Textbooks ◽  
And Performance ◽  
Open Textbooks

Given their high cost, many students no longer buy textbooks for all of their courses, impacting their learning and performance in these courses. This is especially prevalent at community colleges. Open (digitally free) textbooks constitute one solution to this problem, but the latest national survey of college faculty found that 66% were not aware of open textbooks and 15% only somewhat aware. Because introductory psychology is psychology’s most popular course with 1–2 million students enrolled annually and almost 50% are community college students, we addressed this unawareness problem by providing analytical discussions of the viability of the open introductory textbooks presently available. We conclude that traditional textbooks are higher in quality, but open textbooks meet a specific market need.

Completion of Introductory English as a Predictor of Introductory Psychology Achievement

2002 ◽  
Vol 90 (3_part_2) ◽  
pp. 1197-1200 ◽  
Author(s):  
Anthony J. Guarino ◽  
Jo-Anne E. Schick ◽  
Marian Parker
Keyword(s):  
Community College ◽  
Regression Analysis ◽  
Community Colleges ◽  
Primary Objective ◽  
Introductory Psychology ◽  
High Rate ◽  
Successful Completion ◽  
Reading And Writing ◽  
Psychology Courses ◽  
Psychology Course

The high rate of attrition in introductory psychology courses at community colleges has led some institutions to require an introductory English course, focusing on reading and writing, as a prerequisite. The primary objective of this research was to assess whether successfully completing the introductory English course had any relation to successful completion of the introductory psychology course. Participants were 11,139 students enrolled over a 3-yr. period in introductory psychology courses at a large urban community college in the southwest. A simultaneous multiple regression analysis indicated a significant but not a practical increase in the variance of final grades.

scholarly journals Preliminary Analysis Of Interteachings Frequent Examinations Component In The Community College Classroom

2014 ◽  
Vol 11 (4) ◽  
pp. 149-156 ◽  
Author(s):  
Theresa A. Felderman
Keyword(s):  
Community College ◽  
Student Learning ◽  
Preliminary Analysis ◽  
Introductory Psychology ◽  
Effective Alternative ◽  
Traditional Lecture ◽  
Course Material ◽  
Exam Scores ◽  
Psychology Course ◽  
Improve Student Learning

Interteaching has shown to be an effective alternative to traditional lecture in a number of studies, but thorough analyses of its components, including frequent exams, is limited. Research suggests that increasing the frequency of exams may improve student learning. This study assessed the effectiveness of interteachings frequent exams component on student exam scores in two introductory psychology course sections at a community college. Six unit exams were given to Section 1 and 12 to Section 2. Both sections received identical pretests and posttests. Although statistically insignificant, Section 2 consistently scored better or equal to Section 1 on all exams. Section 2 also produced a greater difference between pretest and posttest scores. Although not reaching traditionally significant levels, the results suggest that students given frequent exams may achieve higher exam scores and increase retention of overall course material.

Studying for Introductory Psychology: Differences Across Technical College, 2-, and 4-Year Institutions

2019 ◽  
Vol 46 (4) ◽  
pp. 312-318
Author(s):  
Lee I. McCann ◽  
Alexandria R. Ebert ◽  
Markus Oechsner ◽  
Kathy R. Immel ◽  
Tammy L. Kadah-Ammeter
Keyword(s):  
College Students ◽  
Community College ◽  
University Students ◽  
Survey Data ◽  
Technical College ◽  
Introductory Psychology ◽  
Hours Worked ◽  
Self Reports ◽  
Institutional Differences ◽  
Technical College Students

Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of course notes, and credit load. University students reported higher means on all of these, followed by 2-year and then technical college students. Students significantly differed on hours worked per week and current course grade, with technical college students having the highest means, followed by 2-year and then university students. There were a number of significant intercorrelations among the variables, some differing by institutional type. These institutional differences suggest that IP instructors may wish to consider these differences as they prepare to teach this course.

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