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Integrated Learning Systems: Is There a Learning Benefit?
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Nevid, Jeffrey S.; Gordon, Alexander J. – Teaching of Psychology, 2018
The present study hypothesized that requiring use of an integrated learning system (ILS) would yield a learning benefit in a classroom situation. Two sections of an introductory psychology course taught by the same instructor and using the same text and exams differed with respect to whether online quizzing and concept mastery exercises in an ILS…
Descriptors: Integrated Learning Systems, Educational Benefits, Introductory Courses, Psychology
Effects of Item Order on Achievement Test Scores and Students' Perception of Test Difficulty.
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Laffitte, Rondeau G., Jr. – Teaching of Psychology, 1984
A study involving undergraduate college students enrolled in an introductory psychology course showed that test item arrangement by difficulty or by order of content presentation has no effect on total achievement test score. The data also fail to demonstrate any influence of test item order on student perception of test difficulty. (RM)
Descriptors: Difficulty Level, Educational Research, Higher Education, Psychology
Introductory Psychology Topics and Student Performance: Where's the Challenge?
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Peck, Andrew C.; Ali, Rahan S.; Matchock, Robert L.; Levine, Max E. – Teaching of Psychology, 2006
Conventional wisdom is that some topics in introductory psychology are more difficult for students than others. Such wisdom seems reasonable given mismatches between students' and instructors' expectations and variations in both instructor expertise and student motivation across topical areas. Five instructors pooled students' exam performance…
Descriptors: Introductory Courses, Psychology, Academic Achievement, Scores