Remote and resident students’ final grades and ratings of teaching effectiveness in an undergraduate psychology course.

2015 ◽  
Vol 1 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Richard J. Harnish ◽  
K. Robert Bridges
Keyword(s):  
Teaching Effectiveness ◽  
Resident Students ◽  
Undergraduate Psychology ◽  
Final Grades ◽  
Psychology Course

Early Detection of Final Performance in an Introductory Course in General Psychology

1974 ◽  
Vol 35 (1) ◽  
pp. 620-622 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Larry Wise ◽  
Olin W. Smith
Keyword(s):  
College Courses ◽  
Act Scores ◽  
Specific Test ◽  
Specific Content ◽  
Course Content ◽  
General Ability ◽  
Introductory Course ◽  
Ability Tests ◽  
Final Grades ◽  
Psychology Course

Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.

Evaluation with the Personal Orientation Inventory of a Problem-Solving Approach in Teaching an Undergraduate Psychology Course

1973 ◽  
Vol 33 (2) ◽  
pp. 623-626 ◽  
Author(s):  
Steven Jay Gross ◽  
Andrew I. Schwebel
Keyword(s):  
Problem Solving ◽  
Outcome Measures ◽  
Teaching Methods ◽  
Innovative Teaching ◽  
Personal Orientation Inventory ◽  
Undergraduate Psychology ◽  
Psychology Course ◽  
Personal Orientation ◽  
Selection Of ◽  
Outcome Criteria

A major issue in evaluating innovative teaching methods has been the selection of outcome criteria. With a goal of developing students' process skills, the authors taught a clinical psychology course to undergraduates. To evaluate the course's effectiveness, Shostrom's Personal Orientation Inventory was utilized. There were significant changes in students' scores on 6 of the 12 scales. The implication of utilizing outcome measures consonant with the goals of a particular course was examined.

scholarly journals Effects of Learners' Readiness on Their Perceived Learning Outcomes

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
John A. Boeglin ◽  
Katy Campbell
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
French Language ◽  
Learning Support ◽  
Online Teaching And Learning ◽  
Web Based ◽  
Psychology Course

This paper provides some insight into students' performance and perceptions within the context of an introductory psychology course in which Web-based materials and activities were used to enhance teaching effectiveness and learning outcomes. The paper begins with an overview of the development and implementation of this French-language WebCT course. The rationale behind the adoption of WebCT and the use of a number of its tools are also discussed. In order to evaluate the effectiveness of this pedagogical approach, we collected quantitative and qualitative information on student performance and perceptions from a number of sources throughout the term. The data highlight some of the strengths and weaknesses of this particular use of online teaching and learning support.

Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

1995 ◽  
Vol 77 (3) ◽  
pp. 840-842
Author(s):  
William F. Vitulli
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Psychology Students ◽  
History Of Psychology ◽  
History Of ◽  
Undergraduate Psychology ◽  
Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

The Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

1986 ◽  
Vol 13 (3) ◽  
pp. 116-118 ◽  
Author(s):  
Christian B. Carstens ◽  
Hall P. Beck
Keyword(s):  
High School ◽  
School Psychology ◽  
Natural Science ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Subsequent Performance ◽  
Science Courses ◽  
Final Grades ◽  
Psychology Course ◽  
The Relationship

This study assessed the relationship between high school psychology and natural science classes and subsequent performance in a college introductory psychology course. After removing the variability due to SAT scores, both high school psychology and high school natural science courses were significantly related to precourse knowledge of psychology. High school psychology was not significantly related to final grades. However, students with strong backgrounds in high school natural sciences obtained higher final grades than students with less preparation.

scholarly journals Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies

2020 ◽  
Vol 10 (1) ◽  
pp. 51-58
Author(s):  
Monday Ugiagbe Agbonkpolo ◽  
Thaddeus Ifeanyi Mamah ◽  
Bridget Oyamendan
Keyword(s):  
Multiple Regression ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Regression Coefficient ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Scientific Model ◽  
School Students ◽  
Edo State ◽  
Final Grades

The study was conducted to determine the predictive strength of a model of continuous assessment practices, teaching effectiveness and students’ personal studies for predicting students’ final grades. Thus the study investigated the influence of continuous assessment practices, teaching effectiveness, and students’ personal studies on the test scores of some selected junior secondary school students in Health and Physical Education in Egor Local Government Area of Edo State. Three null hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study was 4,042 while the sample size was 200 randomly selected from JSS III in Egor LGA of Edo State. The instrument used for data collection was the questionnaire with reliability co-efficient of 0.89. Data collected were analyzed using the Pearson Product Moment Correlation Statistics and the multiple regression statistics. The major findings of this study were are as follows: The multiple regression coefficient of prediction of students’ final grade with ratings of continuous assessment practices, teaching effectiveness and students’ personal studies is significant (R = 0.65, p ≤ 0.00). The net regression coefficient of prediction of students examination grades with ratings of continuous assessment practices is positive and significant (B = 0.54, p ≤ 0.00). The net regression coefficient of prediction of students final grades with ratings of students personal studies is positive and significant (B = 0.31, P ≤ 0.00). The net regression coefficient of prediction of students’ final grades with ratings of teaching effectiveness is positive and significant at 0.05 alpha level (B = 0.46, p ≤ 0.00). It was, therefore, recommended that the ministry of education and school administrators adopt the use of this scientific model to predict students’ final grades, for regulating the supervision of teaching and learning process for optimization of students’ academic achievement.

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