Using Student Estimates of their Psychology Course Grades Throughout the Semester to Improve Student Strategies and Demonstrate the Relationships Among Attitudes, Beliefs and Behaviors

2001 ◽  
Author(s):  
Martha S. Zlokovich ◽  
Jordan Bingham
Keyword(s):  
Course Grades ◽  
And Behaviors ◽  
Psychology Course

Psychometric Properties of Watson-Glaser Critical Thinking Appraisal for a Sample of Education Majors

2003 ◽  
Vol 92 (3_suppl) ◽  
pp. 1249-1254 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
Mustafa Baloğlu
Keyword(s):  
Critical Thinking ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Educational Psychology ◽  
Education Majors ◽  
Course Grades ◽  
Psychology Course

Psychometric properties of the Watson-Glaser Critical Thinking Appraisal, Form A, were computed for 135 education majors. Analyses of reliability (internal consistency and split-half) and validity (concurrent and predictive) showed that the scale was reliable and valid measuring critical thinking abilities for students majoring in education. The best predictors of the Educational Psychology course grades were the Inference and Deduction subscale scores.

Screencast Tutorials Enhance Student Learning of Statistics

2011 ◽  
Vol 39 (1) ◽  
pp. 67-71 ◽  
Author(s):  
Steven A. Lloyd ◽  
Chuck L. Robertson
Keyword(s):  
Student Learning ◽  
Computer Anxiety ◽  
Computer Assisted ◽  
Tutorial Group ◽  
Knowledge Application ◽  
Course Grades ◽  
Statistical Knowledge ◽  
Psychology Course ◽  
Assisted Instruction ◽  
Enhance Student Learning

Although the use of computer-assisted instruction has rapidly increased, there is little empirical research evaluating these technologies, specifically within the context of teaching statistics. The authors assessed the effect of screencast tutorials on learning outcomes, including statistical knowledge, application, and interpretation. Students from four sections of a psychology course in statistics were randomly assigned to a control text tutorial or an experimental video tutorial group and were tasked with completing a novel statistics problem. Previous math experience, math and computer anxiety, and course grades were also controlled. The results demonstrate that screencast tutorials are an effective and efficient tool for enhancing student learning, especially for higher order conceptual statistical knowledge compared to traditional instructional techniques.

Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes

2020 ◽  
pp. 009862832097727
Author(s):  
Jane S. Vogler ◽  
Jun Fu ◽  
Emily A. Finney
Keyword(s):  
Collaborative Learning ◽  
Teacher Educators ◽  
Final Exam ◽  
Theoretical Understanding ◽  
Course Grades ◽  
Improved Outcomes ◽  
Team Based Learning ◽  
Quasi Experimental ◽  
Nuanced Understanding ◽  
Psychology Course

Background: Prior research has shown that pre-service teachers’ learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective. Objective: The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach. Method: Occurring across two consecutive semesters, we recruited students ( n = 43) enrolled in an educational psychology course serving primarily pre-service teachers for this quasi-experimental study. In addition to final grades, data sources included responses to essay prompts administered at the beginning and end of the semester, which were qualitatively analyzed and coded. Results: Independent samples t-tests showed significant differences in favor of students in the TBL condition for course grades, but not on the final exam. χ2 tests of independence revealed significant differences for two of the seven essay codes, again in favor of TBL. Conclusion: These results provide further evidence that when placed in a context that emphasizes collaborative learning, students demonstrate more nuanced understanding and fewer misconceptions. Teaching Implications: The opportunity to experience TBL may provide pre-service teachers with better theoretical understanding and an effective model for translating socio-constructive theory into collaborative learning practices.

The Relationship between Life Events and Indices of Classroom Performance

1985 ◽  
Vol 12 (3) ◽  
pp. 146-149 ◽  
Author(s):  
Kenneth P. de Meuse
Keyword(s):  
Student Performance ◽  
Life Events ◽  
Life Stress ◽  
Stressful Life Events ◽  
Close Friend ◽  
Classroom Performance ◽  
Course Grades ◽  
Psychology Course ◽  
Credit Points ◽  
The Relationship

I investigated the relationship between stressful life events (e.g., personal injury or illness, death of a close friend) and student performance in the classroom. At the beginning of the semester, 159 students enrolled in a psychology course specified the amount of life stress they experienced during the previous year. Their responses were later correlated with measures of classroom performance at the completion of the course. As hypothesized, life stress was inversely related to exam scores, extra credit points, and total course points. A X2 analysis also revealed that final course grades were predicted by life stress. It was suggested that teachers must recognize that students do not exist in a social, academic vacuum. Life events outside the classroom may directly affect performance in it.

Some Effects of the Need for Cognition on Course Grades

1988 ◽  
Vol 67 (1) ◽  
pp. 175-178 ◽  
Author(s):  
Christopher Leone ◽  
Charles H. Dalton
Keyword(s):  
Social Psychology ◽  
Need For Cognition ◽  
Course Grades ◽  
Course Material ◽  
Objective Tests ◽  
Psychology Course ◽  
Intolerance Of Ambiguity

It was predicted that high need for cognition students would better comprehend course material which required a great deal of effortful thought than would low need for cognition students; no differences were expected for material which required relatively less effortful thought. Students completed a measure of the need for cognition and four objective tests in an undergraduate social psychology course. As indicated by independent student-raters, course material varied in the amount of effortful thought required for mastery. Results were consistent with our hypotheses. Analysis also showed that the differences in the need for cognition on comprehension were not mediated by differences in intolerance of ambiguity.

Differences in Processing Information among Psychology Course Grade Groups

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1312-1314 ◽  
Author(s):  
Bernadette M. Gadzella
Keyword(s):  
Learning Process ◽  
Deep Processing ◽  
Study Methods ◽  
Elaborative Processing ◽  
Course Grades ◽  
Processing Information ◽  
Grade Groups ◽  
Psychology Course

Scores on the Inventory of Learning Process scales were analyzed for 86 students enrolled in freshman-level psychology classes who obtained course grades of A, B, C, or D. Analysis showed significant differences in scores on the Deep Processing and Study Methods scales between students with grades of A and students with grades of B, C, and D, respectively, and on the Elaborative Processing scale between students with grades of A and students with grades of C and D, respectively.

Gamification: A Pilot Study in a Community College Setting

2019 ◽  
Vol 199 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Patrick O’Connor ◽  
Josué Cardona
Keyword(s):  
Community College ◽  
Game Design ◽  
Feedback Loop ◽  
Future Research ◽  
General Psychology ◽  
Course Grades ◽  
Significant Difference ◽  
Psychology Course ◽  
K 12 ◽  
College Setting

Gamification has been used as a tool to increase engagement with businesses, build group cohesion, and improve student motivation in Grades K-12. Part of its appeal is in developing autonomy in the “player,” and part of its appeal is in participating regularly in a structured progress ladder where the customer, student, or employee can predict how present actions can lead to future rewards. Currently, research in applying gamification to undergraduate courses is sparse, which is surprising given the overlap between higher education and game design; students and players both follow rules, participate voluntarily, engage with a feedback loop, and work toward a goal. This study applied game design principles via gamification to an undergraduate General Psychology course at a community college. Results indicate better motivation, improved exam scores, a stronger sense of autonomy, and a desire within students to have more courses offered in this manner. However, final course grades showed no significant difference compared with traditionally designed courses. Implications for future research are discussed.

scholarly journals An Open versus Traditional Psychology Textbook: Student Performance, Perceptions, and Use

2018 ◽  
Vol 18 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Judy Orton Grissett ◽  
Charles Huffman
Keyword(s):  
Student Performance ◽  
Time Of Day ◽  
Course Performance ◽  
Cost Weight ◽  
Textbook Use ◽  
Course Grades ◽  
Confounding Variables ◽  
Open Versus ◽  
Psychology Course ◽  
Performance Perceptions

In the current study we examined students' course performance, perceptions, and self-reported use of an open textbook compared to a traditional publisher's textbook in an introductory psychology course. Sixty students from two course sections used either an open textbook or a traditional textbook. To minimize the effect of confounding variables, each section was taught by the same instructor, at the same time of day, using identical in-class materials, syllabi, and sequencing, on alternating days of the week. Course performance was measured by analyzing exam scores and final course grades. A 22-item survey was utilized at the end of the term to measure students' textbook perceptions and use. Findings revealed no significant differences in student course performance or textbook use across the two sections. Participants in both groups perceived cost, weight, and convenience as the biggest advantages of an open textbook and perceived ease of reading, convenience, ability to highlight and take notes, ability to quickly find a topic, and ability to keep as a reference as the biggest advantages of a traditional textbook. Finally, when asked to select which type of textbook they preferred, students in each section selected the textbook they were using. The implications of these findings are discussed.

Instructors' Multidimensional Perceptions of Their Students

1973 ◽  
Vol 36 (1) ◽  
pp. 13-14 ◽  
Author(s):  
Gary J. Coles ◽  
Le Roy A. Stone
Keyword(s):  
Academic Achievement ◽  
Multidimensional Scaling ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Psychology Course

Two instructors of a single psychology course made similarity estimations of students who were enrolled in this course. This judgmental data was multidimensionally scaled using the Stone-Coles paradigm. Three judgmental dimensions were extracted: academic achievement, sex membership, and liberal-conservative attitudes and behaviors. A suggestion was made that multidimensional scaling may represent an approach to grading if grading is to be based solely on observations-evaluations of teachers.

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