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Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats

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Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph – Teaching of Psychology, 2016

The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…

Descriptors: Retention (Psychology), Introductory Courses, Psychology, Acceleration (Education)

The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance

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Yonker, Julie E. – Assessment & Evaluation in Higher Education, 2011

With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined…

Descriptors: Multiple Choice Tests, Item Banks, Introductory Courses, Cognitive Processes