Distributed Concept Reviews Improve Exam Performance

2016 ◽  
Vol 44 (1) ◽  
pp. 46-50 ◽  
Author(s):  
Rachael N. Blasiman
Keyword(s):  
Student Learning ◽  
Correct Response ◽  
Learning Strategy ◽  
Introductory Psychology ◽  
Exam Performance ◽  
Introductory Courses ◽  
Learning Technique ◽  
Improving Student Learning ◽  
Psychology Course ◽  
Concept Review

Distributed practice is a learning strategy in which studying is distributed, or spaced, across multiple study sessions. Another learning technique, interleaved practice, mixes material from multiple lectures. I designed this study to test the effect of distributed concept reviews of interleaved material on exam scores in an introductory psychology course. Students who received the concept review outperformed students who did not receive the review—a result driven by exam questions related to concepts presented in the review itself. In fact, the number of times a concept was presented in the review was directly related to the likelihood of a correct response on the exam. These results indicate that distributed, interleaved concept reviews are an effective method of improving student learning in broad introductory courses.

scholarly journals Effectiveness of Modeling Learning Strategies to improve Student Learning Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 926-936
Author(s):  
Emilda Sulasmi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Analysis Model ◽  
Study Approach ◽  
Improving Student Learning

This study aims to analyze the learning process at SMP Negeri 14 Medan. This research uses qualitative research, with a case study approach of SMP Negeri 14 Medan. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with descriptive analysis model. The results obtained are that the modeling learning strategy has a good impact on improving student learning outcomes, by making several figures into models who practice certain materials in the learning process, so that learning to dance starts from opening, core activities to closing. The conclusion of this research is that the modeling learning strategy designed by SMP Negeri 14 Medan, the modeling learning strategy takes into account the interests of students, the learning outcomes taught with modeling learning strategies are higher than those taught with conventional learning strategies. 

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN PARTISIPATORI LEARNING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Moch. Subekhan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Junior High School ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Learning Activities ◽  
Participatory Learning ◽  
Improving Student Learning

Learning is an important part in the transformation of knowledge in both formal and non-formal education. As time goes by and the learning process still faces various problems in the field. Among those problems is related to the use of learning strategies by a teacher. The use of learning strategies should be able to increase learning motivation, but there are many uses of learning strategies that can not increase student motivation. From here the researchers tried to implement participatory learning strategies to increase student learning motivation in Islamic Religious Education subjects. The formulation of the problem in this study is how the effectiveness of the implementation of Participatory Learning Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects in Pontang 1 Junior High School. While the purpose of this study is to describe the Effectiveness of Implementing Participatory Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects. This research was conducted at Pontang 1 Junior High School. The research approach used in this study uses a qualitative approach while the research method used is a descriptive qualitative method. Data collection techniques used were observation, interviews and documentation. Data analysis using the Miles and Huberman model, which is an interactive analysis model. The steps of analysis include data reduction, data presentation and conclusion. The informants in this study are the principal, teachers of Islamic education subjects and students. In the process of carrying out this research there were 6 stages that were passed. The stages are as follows: 1) The stage of fostering familiarity, 2) The stage of identifying needs, resources, and possible barriers to learning, 3) The stage of formulating learning objectives, 4) The stage of preparing learning activities programs, 5) The stage of implementing learning activities and 6) Stage of assessment of the process and results of learning activities. The results of this study indicate that the application of this learning strategy is less effective for learning Islamic Religious Education subjects. students do not have a high motivation to learn so, in learning many students do not pay attention to the material. So that the application of this learning strategy is less effective students are less interested and less motivated to learn Islamic Religious Education because the material has already been obtained.

scholarly journals The development of homogeneity psycho cognition learning strategy in physical education learning

2021 ◽  
Vol 10 (3) ◽  
pp. 1047
Author(s):  
Albertus Fenanlampir ◽  
Marleny Leasa ◽  
John Rafafy Batlolona
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
School Students ◽  
Future Studies ◽  
Improving Student Learning ◽  
Improve Student Learning

<p><span>Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.</span></p>

scholarly journals “What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

2019 ◽  
Vol 46 (2) ◽  
pp. 109-114
Author(s):  
Patrick J. Cushen ◽  
Jana Hackathorn ◽  
Maria D. Vázquez Brown ◽  
Sean C. Rife ◽  
Amanda W. Joyce ◽  
...  
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Future Research ◽  
Exam Performance ◽  
Study Guide ◽  
Student Preferences ◽  
Study Guides ◽  
Psychology Course ◽  
The Impact

Students frequently request concept-list study guides prior to exams, but the benefits of instructors providing such resources are unclear. Research on memory and comprehension has suggested that some challenges in learning are associated with benefits to performance. In the context of an introductory psychology course, a study was conducted to investigate the impact of providing a concept-list study guide on exam performance, as opposed to having students create a study guide. Additionally, student preferences for various types of study guides were examined. Results indicated that although students greatly prefer that the instructors provide a study guide (as opposed to making their own), providing a concept-list study guide resulted in poorer exam performance. These results call for future research on the influence of study guides on student performance.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN CARD SORT DALAM MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KELAS X IPA DI SMA NEGERI 14 BATAM TAHUN PELAJARAN2015/2016

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Afrinel Okwita ◽  
Desy Kristinawati
Keyword(s):  
Student Learning ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Learning Activity ◽  
Card Sorting ◽  
Card Sort ◽  
Average Value ◽  
Significant Difference ◽  
Improving Student Learning ◽  
And Control

AbstrakKurangnya keaktifan  siswa dalam pembelajaran mengakibatkan pembelajaran menjadi pasif dan tidak terjadi proses pembelajaran yang diharapkan. Hal tersebut terlihat dari siswa kelas X IPA 4 di SMA N 14 Batam.Penelitian ini bertujuan untuk mengetahui bagaimana penerapan strategi card sort terhadap keaktifan belajar siswa pada mata pelajaran sejarah kelas X IPA 4 di SMA Negeri 14 Batam Tahun Pelajaran 2015/2016.Jenis penelitian ini adalah penelitian kuantitatif dengan pendekatan quasi eksperimental.Populasi dalam penelitian ini yaitu seluruh siswa kelas X SMA N 14 Batam.Teknik pengambilan sampel menggunakan teknik Probability Sampling.Sampel dalam penelitian ini yaitu kelas X SMA NEGERI 14 Batam.Penelitian ini dilaksanakan dengan menggunakan rancangan penelitian dua kelompok sampel yang terdiri dari kelas eksperimen dan kelas kontrol.Kelas eksperimen diberikan perlakuan menggunakan strategi card sort, sedangkan kelas kontrol diberi perlakuan menggunakan strategi konvensional. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan terhadap rata-rata nilai dali kelas eksperimen adalah 84, sedangkan kelas kontrol mempunyai rata-rata nilai 75. Dengan analisis uji t diperoleh thitung sebesar 3,81 pada signifikasi 0,05 dan ttabel sebesar 1,67 karena nilai thitung> ttabel sehingga dapat disimpulkan bahwa strategi pembelajaran card sort memiliki perbedaan yang signifikasi dalam meningkatkan keaktifan belajar siswa kelas eksperimen dan kelas kontrol, pada mata pelajaran sejarah di SMA NEGERI 14 Batam.Kata kunci: Strategi Pembelajaran, Card Sort, Keaktifan BelajarAbstract               Lack of student activeness in learning leads to passive learning and no expected learning process occurs. This is seen from the students of class X IPA 4 in SMA N 14 Batam.Penelitian aims to find out how the implementation of card sort strategy on student learning activities on the subjects of history class X IPA 4 in SMA Negeri 14 Batam Lesson 2015 / 2016. Type of research This is a quantitative research with quasi experimental approach. The population in this research is all students of class X SMA N 14 Batam. Sampling technique using Probability Sampling technique. Samples in this research is class X SMA NEGERI 14 Batam. This research was conducted by using research design Two sample groups consisting of experimental class and control class. The experimental class is given treatment using a card sorting strategy, while the control class is treated using a conventional strategy. The results of this study indicate that there is a significant difference to the average value of experimental class dali is 84, while the control class has an average value of 75. With t test analysis obtained t count of 3.81 at 0.05 significance and ttable of 1, 67 because tcount value> ttable so that it can be concluded that card sort learning strategy has a significant difference in improving student learning activity of experiment and control class, on history subjects at SMA NEGERI 14 Batam. Key words:Learning Strategy, Card Sort, Activity Learning 

scholarly journals The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

2021 ◽  
Vol 16 ◽  
pp. 69-87
Author(s):  
Valerie Whittlesey ◽  
Hillary Steiner
Keyword(s):  
General Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Introductory Psychology ◽  
Self Regulated Learning ◽  
Passive Learning ◽  
Regulated Learning ◽  
Passive Strategies ◽  
Psychology Course

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.

Introductory Psychology

2017 ◽  
Vol 44 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Jamie J. Peterson ◽  
Arturo Sesma
Keyword(s):  
Undergraduate Students ◽  
American Psychological Association ◽  
Nationwide Survey ◽  
Introductory Psychology ◽  
Original Research ◽  
Research Experience ◽  
Introductory Courses ◽  
Research Activity ◽  
Research Activities ◽  
Psychology Course

The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses, types of research activities included in courses, instructors’ perceptions of the importance of providing research experience, and perceived barriers to integrating research. We found that although few of the introductory courses have a separate laboratory (5%), over 75% of the respondents indicated some manner of research activity in their courses. Most introductory courses included opportunities to read and critique original research, but few psychology programs at institutions of higher learning provided students with hands-on research, APA writing, or data presentation opportunities. Respondents also rated activities such as designing, conducting, and interpreting research as not especially important for introductory courses. Primary barriers to integrating research are logistical in nature.

Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course

2019 ◽  
Vol 46 (2) ◽  
pp. 135-139
Author(s):  
Holly A. White ◽  
Lauren E. Highfill
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Exercise Program ◽  
Introductory Psychology ◽  
College Classroom ◽  
Exam Performance ◽  
Note Taking ◽  
Lecture Material ◽  
Cognitive Exercise ◽  
Psychology Course

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology ( N = 68) completed variations of letter–number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods. Results showed significantly better exam performance on material based on lectures that followed cognitive exercise compared to lectures on nonexercise days. On an anonymous program feedback survey, students reported significantly greater levels of alertness following cognitive exercise versus before; the majority of students rated their attention to lecture and note-taking ability as above average after cognitive workouts. Although preliminary, findings suggest that cognitive exercise in the classroom may positively impact learning for college students.

scholarly journals The Use of Principles for Organising the Introductory Psychology Course

2005 ◽  
Vol 4 (2) ◽  
pp. 95-101
Author(s):  
Daniel Nelson ◽  
Kari Nelson
Keyword(s):  
Field Survey ◽  
Teacher Expectations ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Content Area ◽  
General Psychology ◽  
Introductory Courses ◽  
Course Content ◽  
Psychology Course ◽  
Survey Approach

Common difficulties in teaching introductory courses such as general psychology are breadth of content and differing student and teacher expectations. The use of psychological concepts or principles as organising factors is recommended to address these problems. Psychological principles for each content area were identified and presented to two groups of general psychology students. Course content was organised around these principles, along with class exercises and tests that fostered their application. When compared with two other groups organised by the text's field survey approach, the principles-organised groups self-reported greater abilities to apply content to everyday situations, relationships and future occupations. Students strongly recommended the use of principles in future courses as one way of addressing common difficulties in the general psychology course. The percentage of answers correct on tests of content did not differ significantly between groups, indicating a similar grasp of material from both the principles-organised sections and field survey-organised sections.

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