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Showing 1 to 15 of 16 results Save | Export
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Kaplan, Jennifer J.; Lyford, Alexander; Jennings, Jeremy K. – Statistics Education Research Journal, 2018
Assessment is necessary, but difficult, in statistics education. Multiple choice assessments are common, particularly for research purposes. Open-ended assessments may be more adept at revealing student understanding, but ensuring their validity can be difficult. The study presented here examines differences in student descriptions of histograms…
Descriptors: Statistics, Cues, Vignettes, Questioning Techniques
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Sommer, Max; Ritzhaupt, Albert D. – Journal of Information Technology Education: Research, 2018
Aim/Purpose: The purpose of this study was to examine the impact of the flipped classroom model on learner achievement and satisfaction for undergraduate learners Background: The context for this research on the flipped classroom was an introductory technology literacy course at a public, research university. Methodology: This study employed a…
Descriptors: Undergraduate Students, Technological Literacy, Student Satisfaction, Academic Achievement
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Hldreth, Laura A.; Robison-Cox, Jim; Schmidt, Jade – Statistics Education Research Journal, 2018
This study examines the transferability of results from previous studies of simulation-based curriculum in introductory statistics using data from 3,500 students enrolled in an introductory statistics course at Montana State University from fall 2013 through spring 2016. During this time, four different curricula, a traditional curriculum and…
Descriptors: Introductory Courses, Statistics, Success, Comparative Analysis
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Travis, Lisa L.; Hudson, Nathan W.; Henricks-Lepp, Genevieve M.; Street, Whitney S.; Weidenbenner, Jennifer – Teaching of Psychology, 2016
This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students…
Descriptors: Introductory Courses, Psychology, Teamwork, Cooperative Learning
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Ludy, Mary-Jon; Brackenbury, Tim; Folkins, John Wm; Peet, Susan H.; Langendorfer, Stephen J.; Beining, Kari – International Journal for the Scholarship of Teaching and Learning, 2016
This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both…
Descriptors: Student Attitudes, Course Evaluation, Course Organization, Undergraduate Students
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Brallier, Sara; Palm, Linda – International Journal of Teaching and Learning in Higher Education, 2015
This study examined test performance as a function of test format (proctored versus unproctored) and course type (traditional versus distance). The participants were 246 undergraduate students who completed introductory sociology courses during four semesters at a southeastern university. During each semester, the same instructor taught a…
Descriptors: Undergraduate Students, Introductory Courses, Sociology, Conventional Instruction
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Maurer, Trent W.; Keim, Cassidy – International Journal for the Scholarship of Teaching and Learning, 2018
This study presents a three-year replication and extension of Maurer's (2013) evaluation of a classroom activity to reduce prejudice and discrimination. Students in six sections of an introductory family science course were assigned to one of three conditions and one of two target marginalized groups for a 3x2 design. Results differed…
Descriptors: Racial Bias, Social Bias, Social Discrimination, Social Distance
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Spangler, Brooke R.; Kiel, Elizabeth J. – Teaching of Psychology, 2015
This study aimed to determine whether taking a chronological approach (CA) or topical approach (TA) to teaching developmental psychology resulted in different learning outcomes. Across two semesters, in four classes, 354 students participated (M[subscript age] = 19.76, SD[subscript age] = 2.93 years), 66% identifying as female. One instructor…
Descriptors: Developmental Psychology, Teaching Methods, Instructional Effectiveness, Concept Teaching
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Swiderski, David J.; Amadio, Dean M. – Psychology Learning and Teaching, 2013
Instructors of psychology typically use a variety of methods to teach concepts. The present double-blind experiment is intended to determine the effectiveness of popular television clips as exemplars of Piagetian concepts compared to verbal descriptions of the same exemplars among a sample of 86 undergraduate students enrolled in an introductory…
Descriptors: Teaching Methods, Instructional Effectiveness, Piagetian Theory, Concept Teaching
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Murphree, Daniel – Social Studies, 2015
"Flipping" the Classroom techniques and the use of Embedded Writing Consultants (EWC) in institutions of higher education have been the subject of scholarly research in recent years. However, it appears that no studies have examined the simultaneous use of both "tools" in an introductory History course at the university level.…
Descriptors: Consultants, History Instruction, College Programs, Higher Education
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Thomas, Justin; Raynor, Monique; McKinnon, Merryn – Innovations in Education and Teaching International, 2014
Academic dishonesty is a major challenge facing educational institutions worldwide. Within the context of undergraduate education in the Arabian Gulf, oral assessment can help validate the originality of student work, whilst simultaneously facilitating assessment in a mode highly resonant with the region's own educational traditions and…
Descriptors: Foreign Countries, Integrity, Undergraduate Students, Verbal Tests
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Winquist, Jennifer R.; Carlson, Keith A. – Journal of Statistics Education, 2014
In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered…
Descriptors: Statistics, Instructional Innovation, Teaching Methods, Introductory Courses
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Napaporn Srichanyachon – Educational Research and Reviews, 2012
This study aims to investigate university EFL students' attitudes toward two types of revision methods, namely, peer feedback and teacher feedback. Data are collected using students' self-report questionnaires and face-to-face semi-structured interviews. The samples are 174 undergraduate students enrolled in Fundamental English course. Results…
Descriptors: Student Attitudes, Teaching Methods, English (Second Language), Feedback (Response)
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Balch, William R. – Teaching of Psychology, 2009
At the beginning of the semester, 2 introductory psychology classes took 1 pretest requiring them to match 12 psychological disorders with the correct definitions and another requiring them to match the disorders with appropriate examples. Twelve weeks later, both classes heard lecture material on the disorders. One class also performed an…
Descriptors: Psychology, Lecture Method, Introductory Courses, Intermode Differences
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Andreopoulos, Giuliana Campanelli; Panayides, Alexandros – American Journal of Business Education, 2010
Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student's problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of…
Descriptors: Economics Education, Educational Principles, Undergraduate Students, Introductory Courses
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