scholarly journals Is it worth it? The costs and benefits of bringing a laptop to a university class

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251792
Author(s):  
Alison J. Day ◽  
Kimberly M. Fenn ◽  
Susan M. Ravizza
Keyword(s):  
Undergraduate Students ◽  
Negative Correlation ◽  
Introductory Psychology ◽  
Costs And Benefits ◽  
Related Activity ◽  
Course Performance ◽  
Potential Benefits ◽  
Exam Scores ◽  
Psychology Course ◽  
University Classrooms

Students often bring laptops to university classes, however, they do not limit their laptop use to class-related activity. Off-task laptop use occurs frequently in university classrooms and this use negatively impacts learning. The present study addresses whether potential benefits of class-related laptop use might mitigate the costs of off-task laptop activity. We used tracking software to monitor both class-related and off-task laptop use by undergraduate students enrolled in an introductory psychology course, and we observed how types of laptop use related to course performance. We found a positive correlation between class-related use and exam scores that was driven by viewing lecture slides during class. We also found a negative correlation between off-task laptop use and exam scores, but class-related activities did not predict an increase in off-task use. Thus, for students who constrain their laptop use to class-related activity, the benefits outweigh the costs. While a laptop may be beneficial for some, it is unclear which students are able to constrain themselves to class-related activities and whether the benefits of class-related laptop use obtained by slide viewing could be achieved by other means. Thus, students and educators should carefully consider the costs and benefits of laptop use in the classroom.

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

Attribution of Mental Disorders: A Preliminary Report

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1277-1278
Author(s):  
April S. Hatcher ◽  
E. Eugene Schultz
Keyword(s):  
Mental Disorders ◽  
Undergraduate Students ◽  
Preliminary Report ◽  
Causal Attribution ◽  
Introductory Psychology ◽  
External Constraints ◽  
Important Exception ◽  
Psychology Course

Typically, individuals assign blame to victims of unfortunate circumstances. When external constraints are increased, less blame is usually assigned. In the present study, causal attribution for mental disorders was examined by varying external constraints. Subjects were 96 undergraduate students enrolled in an introductory psychology course. Results yielded no consistent external or internal attributions which may indicate an important exception to the tendency to blame victims.

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.

The Use of Flashcards in an Introduction to Psychology Class

2012 ◽  
Vol 39 (3) ◽  
pp. 199-202 ◽  
Author(s):  
Jonathan M. Golding ◽  
Nesa E. Wasarhaley ◽  
Bradford Fletcher
Keyword(s):  
Undergraduate Students ◽  
Retrieval Practice ◽  
Specific Component ◽  
Psychology Class ◽  
Exam Scores ◽  
Psychology Course

Four hundred fifteen undergraduate students in an Introduction to Psychology course voluntarily reported their use of flashcards on three exams as well as answered other questions dealing with flashcard use (e.g., when did a student first use flashcards). Almost 70% of the class used flashcards to study for one or more exams. Students who used flashcards for all three exams had significantly higher exam scores overall than those students who did not use flashcards at all or only used flashcards on one or two exams. These results are discussed in terms of retrieval practice, a specific component of using flashcards.

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.

The Impact of Student Choice to Engage in Cooperative Learning on the Final Exam While Controlling for Early Exam Performance and ACT in Introduction to Psychology

2021 ◽  
pp. 009862832110210
Author(s):  
Manda J. Williamson ◽  
Jonah Garbin
Keyword(s):  
Cooperative Learning ◽  
Exam Performance ◽  
Act Scores ◽  
Course Performance ◽  
Final Exam ◽  
Exam Scores ◽  
And Performance ◽  
Psychology Course ◽  
Act Score ◽  
The Impact

Background: Researchers suggest benefits for cooperative learning, but often fail to control for choosing to engage cooperatively, ACT scores or early course performance. Objective: To observe the effects of choosing cooperative work on exam performance in an Introduction to Psychology Course, while controlling for early exam performance and ACT. Method: Data from 261 students assessed the interaction between choice to work cooperatively, alone or being required to work alone while controlling for ACT Score and performance on early tests, respectively. Results: We observed an interaction between Group and ACT on final exam scores, indicating students who worked cooperatively showed the greatest exam benefits at lower ACT scores. Additionally, a trend toward a significant interaction was found between group and early exam performance, indicating a possible benefit for choosing to work cooperatively for low performers. Conclusion: Choosing to engage in cooperative learning may decrease ACT-indicated skill differences and early exam success on final exam performance. Teaching Implications: To decrease the impact of ACT-influenced effects on exam scores, choice to complete cooperative learning activities should be offered in Introduction to Psychology courses.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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