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Effects of Digital Learning Skill Training on the Academic Performance of Undergraduates in Science and Mathematics
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Bernacki, Matthew L.; Vosicka, Lucie; Utz, Jenifer C.; Warren, Carryn Bellomo – Journal of Educational Psychology, 2021
Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students' exam performances when they were assigned to complete a brief digital learning skills training program we embedded into…
Descriptors: Training, Electronic Learning, Skill Development, Metacognition
The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students
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Bulgren, Janis A.; Marquis, Janet G.; Lenz, B. Keith; Deshler, Donald D.; Schumaker, Jean B. – Journal of Educational Psychology, 2011
The purpose of this study was to examine the effects of a question-exploration routine and an associated graphic organizer on students' ability to think about and answer complex questions. Participants were 116 students of diverse abilities in seven 7th grade classes. The effects of the routine were compared with the effects of a traditional…
Descriptors: Low Achievement, Academic Achievement, Instructional Materials, Effect Size
Effects of Three Types of University Lecture Notes on Student Achievement
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Collingwood, Vaughan; Hughes, David C. – Journal of Educational Psychology, 1978
During a series of electronics lectures, college students used three kinds of notes: (1) duplicates of lecturer's notes; (2) headings, key points, diagram outlines, tables and references with spaces for additional information; and (3) students' own notes taken during lectures. Student preferences for type of notes, and achievement using the three…
Descriptors: Academic Achievement, Cognitive Processes, Foreign Countries, Higher Education
Teacher Expressiveness: More Important for Male Teachers Than Female Teachers?
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Basow, Susan A.; Distenfeld, M. Suzan – Journal of Educational Psychology, 1985
College students (N=121) viewed videotaped lectures by a male or female actor using either expressive or nonexpressive communication. The expressive teacher received the highest evaluation score. The nonexpressive male teacher's students had the poorest test performance, the nonexpressive female teacher's students the highest. (Author/BS)
Descriptors: Academic Achievement, Higher Education, Lecture Method, Personality Traits
Matching Students' Cognitive Responses to Teaching Skills.
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Winne, Philip H.; Marx, Ronald W. – Journal of Educational Psychology, 1980
A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…
Descriptors: Academic Achievement, Advance Organizers, Cognitive Processes, Foreign Countries
Another Look at Dr. Fox: Effect of Stated Purpose for Evaluation, Lecturer Expressiveness, and Density of Lecture Content on Student Ratings.
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Meier, Robert S.; Feldhusen, John F. – Journal of Educational Psychology, 1979
The extent to which the student's perception of the purpose for evaluating an instructor, the instructor's expressiveness, and the density of content influences student ratings and achievement was investigated. Perceived purpose for evaluating the instructor had no effect on ratings. Scores were significantly higher for expressive than for…
Descriptors: Academic Achievement, Course Evaluation, Higher Education, Information Utilization
Educational Seduction: The Effect of Instructor Expressiveness and Lecture Content on Student Ratings and Achievement.
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Perry, Raymond P.; And Others – Journal of Educational Psychology, 1979
Previous "educational seduction" research suggested that teacher differences in expressiveness controlled the degree to which lecture content affected student ratings differently from student achievement. We attempted to replicate this Expressiveness x Content x Measures interaction in four simulated college classes. Student incentive…
Descriptors: Academic Achievement, Classroom Research, Foreign Countries, Higher Education