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Direct linkJakobsen, Krisztina V.; Daniel, David B. – Teaching of Psychology, 2019
Research on team-based learning (TBL) generally supports its effectiveness over "traditional" lecture. In practice, however, lecturing rarely consists of teachers exclusively talking at their students, as many incorporate a variety of strategies to encourage active processing. This study compared an interactive lecture style with TBL on…
Descriptors: Lecture Method, Academic Achievement, Cooperative Learning, Grade Point Average
Wu, Jennifer; Kraemer, Philipp – Teaching of Psychology, 2017
This project describes the results from a large enrollment introductory psychology course specially designed to improve performance of first-year students. The main objective of the project was to identify early indicators of student success to inform future teaching and promote classroom engagement. Variables representing academic preparation,…
Descriptors: College Freshmen, Introductory Courses, Psychology, Academic Achievement
Ironsmith, Marsha; Eppler, Marion A. – Teaching of Psychology, 2007
We tested the effects of instructional method (lecture vs. mastery) and aptitude (high, medium, low GPA levels) on students' academic performance and achievement motivation goals. Students enrolled in a developmental psychology course received either traditional lecture or mastery (Keller's Personalized System of Instruction [PSI]) instruction.…
Descriptors: Mastery Learning, Lecture Method, Developmental Psychology, Achievement Need
Peer reviewedRoberts, M. Susan; And Others – Teaching of Psychology, 1990
Examines how reading ability relates to course performance in an introductory developmental psychology course. Compares personalized system of instruction (PSI) to contingency managed lecture (CML) sections. Shows previous academic performance best predicted final examination scores for CML students while reading comprehension best predicted PSI…
Descriptors: Academic Achievement, Achievement Tests, College Instruction, Comparative Analysis
