Class Performance as a Function of Student Achievement and Type of Learning Material

1973 ◽  
Vol 33 (1) ◽  
pp. 157-158 ◽  
Author(s):  
Valjean M. Cashen ◽  
Kenneth L. Leicht
Keyword(s):  
Student Achievement ◽  
Learning Material ◽  
General Psychology ◽  
Superior Knowledge ◽  
Psychology Course

It was predicted that high-scoring students, when compared to low-scoring students in the same general psychology course, would better be able to answer correctly questions directed at knowledge of principles and that superior knowledge of principles by high-scoring students would result in their better performance on questions concerned with examples of principles and questions on trivial materials as well. Both predictions were supported.

Enhancing Student Achievement, Engagement, and Satisfaction Using Animated Instructional Videos

2020 ◽  
Vol 16 (3) ◽  
pp. 113-125
Author(s):  
April Cookson ◽  
Daesang Kim ◽  
Taralynn Hartsell
Keyword(s):  
Student Achievement ◽  
General Psychology ◽  
Online Behavior ◽  
Post Intervention ◽  
Activity Tracking ◽  
Instructional Videos ◽  
Increase Student Achievement ◽  
Post Test ◽  
Course Material ◽  
Psychology Course

The purpose of this project was to increase student achievement, engagement, and satisfaction using animated instructional videos in an online general psychology course at a community college. This project not only considered the data collected from student activity tracking, but also examined students' perception of how the videos engaged and helped them remember course material. Collection of data was conducted using a pre-intervention and post-intervention survey, a pre-test, a post-test (mid-term exam), and an online behavior evaluation rubric. A statistically significant increase in scores from pre-test to post-test occurred. Students reported that they preferred the animated instructional videos over the textbook and believed videos helped them remember the material. Overall, the project showed that students enjoyed the videos and many recommended that additional ones be created for the rest of the course. Although time-consuming, instructional videos were worth the effort to keep students engaged and learn course material.

A Comparison of Active Student Responding Modalities in a General Psychology Course

2015 ◽  
Vol 43 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Ryan M. Zayac ◽  
Thom Ratkos ◽  
Jessica E. Frieder ◽  
Amber Paulk
Keyword(s):  
General Psychology ◽  
Active Student Responding ◽  
Psychology Course

Thinking Like a Psychologist Introductory Psychology Writing Assignments

2017 ◽  
Vol 44 (4) ◽  
pp. 335-341
Author(s):  
Diane Keyser Wentworth ◽  
Lona Whitmarsh
Keyword(s):  
Critical Thinking ◽  
Psychology Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
General Psychology ◽  
Mental Processes ◽  
Writing Assignments ◽  
Two Samples ◽  
Student Reactions ◽  
Psychology Course

Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking, applying research concepts, and resisting plagiarism. The assignments were evaluated with two samples of general psychology students. In Sample 1, student reactions to the assignments were uniformly positive. In Sample 2, students were assessed directly on their critical thinking skills using a set of three scenarios. An increase in students’ ability to think critically was found. Therefore, these assignments were successful in helping develop our students’ ability to think like a psychologist.

Objectives of the general psychology course.

1954 ◽  
Vol 9 (4) ◽  
pp. 140-142 ◽  
Author(s):  
W. J. McKeachie ◽  
R. L. Devalois ◽  
D. E., Jr. Dulany ◽  
D. C. Beardslee ◽  
Marian Winterbottom
Keyword(s):  
General Psychology ◽  
Psychology Course

scholarly journals Implementasi Pembelajaran Discovery Reasearch untuk Meningkatkan Prestasi Belajar Ekonomi Akuntansi Materi Laporan Rugi dan Laba Pada Siswa Kelas XII IPS 2 SMA Negeri 2 Siak Hulu

2020 ◽  
Vol 3 (01) ◽  
pp. 14-26
Author(s):  
Rosliana Harahap
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Research Method ◽  
Teaching Model ◽  
Learning Material ◽  
Learning Achievement ◽  
Discovery Research ◽  
Improve Student Achievement ◽  
Academic Year ◽  
Positive Effect

This research was based on problems related to economic learning achievement in class XII IPS 2 SMA Negeri 2 Siak Hulu. The solution to this problem was applying discovery research learning. The purpose of this research was to improve the learning achievement of economics through discovery research learning in class XII IPS 2 SMA Negeri 2 Siak Hulu. Based on the results of the analysis, it was found that student learning achievement had increased from cycle I to cycle III, namely, cycle I (67.6%,), cycle II (81%), cycle III (91%). The conclusion of this research is that the Discovery Research Method can improve student achievement in SMAN 2 Siak Hulu Class XII IPS 2 for the 2019/2020 academic year, and this learning model can be used as an alternative for implementing learning material in Economics. The teaching model of the Discovery Research Method can make students feel they get attention and the opportunity to express opinions, ideas, ideas and questions. Students can work independently or in groups, and are able to be responsible for all individual and group tasks. The application of learning with the Discovery Research Method has a positive effect, which can increase student learning creativity.

Can Playing Games Help Students Master Concepts from General Psychology Classes?

2019 ◽  
Vol 9 (2) ◽  
pp. 55-72 ◽  
Author(s):  
Dianne Zielinski
Keyword(s):  
Mental Disorders ◽  
Human Development ◽  
Psychological Disorders ◽  
Learning Motivation ◽  
General Psychology ◽  
Game Play ◽  
Final Project ◽  
Poor Students ◽  
Psychology Course ◽  
The Brain

As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.

The Influence of Class Attendance on Test Grades in a General Psychology Course

2003 ◽  
Author(s):  
Michael A. Clump ◽  
Alex L. Whiteleather ◽  
Heather M. Bauer
Keyword(s):  
General Psychology ◽  
Class Attendance ◽  
Psychology Course

scholarly journals Roger Wolcott Sperry. 20 August 1913—17 April 1994

1997 ◽  
Vol 43 ◽  
pp. 463-470 ◽  
Author(s):  
T. J. Voneida
Keyword(s):  
Neural Activity ◽  
Brain Activity ◽  
General Psychology ◽  
Movement Coordination ◽  
Action Current ◽  
Oberlin College ◽  
Psychology Course

‘Where does behaviour come from? What is the purpose of consciousness?’ Questions such as these, which appeared on the first page of Sperry's class notes in a freshman psychology course at Oberlin College, represent an accurate preview of a career that included major contributions to fundamental issues in neurobiology, psychology and philosophy. Indeed, his first paper, published in the Journal of General Psychology in 1939, entitled ‘Action current study in movement coordination’ (1)*, begins: ‘The objective psychologist, hoping to get at the physiological side of behavior, is apt to plunge immediately into neurology trying to correlate brain activity with modes of experience’, and continues, setting the stage for much that was to follow: ‘The result in many cases only accentuates the gap between the total experience as studied by the psychologist and neural activity as analyzed by the neurologist.’

The Perils and Promises of Teaching Integration in Introductory Psychology

1995 ◽  
Vol 23 (4) ◽  
pp. 296-302
Author(s):  
Christopher R. Grace ◽  
Kathryn Ecklund
Keyword(s):  
General Education ◽  
Introductory Psychology ◽  
Christian College ◽  
General Psychology ◽  
Different Types ◽  
Psychology Courses ◽  
Introductory Class ◽  
Psychology Course ◽  
College Or University

Teaching effectively at a Christian college or university demands excellent skills and particularly so in introductory psychology courses. With an expansive area and a large portion of students taking the class to fulfill a general education requirement, general psychology professors are challenged uniquely. Adding integration issues can overwhelm even the most diligent instructor. Yet, few pedagogical and theoretical resources on the effectiveness of different types of integrative components are available. The purposes of this article are to explore the perils and promises associated with teaching an introductory psychology course and to provide some resources and illustrations that have been found to be effective. The article also serves as an introduction to an integration curriculum incorporated into several general psychology courses at two different universities. An introduction to the curriculum reader is provided in this text, as well as an overview of other materials and topics that lend themselves to integrative discussions. Finally, the efficacy of a laboratory type experience for instilling an integrative component to an introductory class is discussed.

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