心理学导论难点概念定向教学与期末累积成绩的关系

IF 0.7 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. J. Williamson, Jonah Garbin
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引用次数: 0

摘要

研究表明,将检索练习与即时反馈结合起来的课程可以提高对困难概念的记忆。本研究评估了定向反馈在学习过程中对心理学导论难概念期末考试成绩的效用。《心理学导论》的学生(N = 648)使用的是交互式对照电子教科书(N = 369)或交互式治疗电子教科书(N =279),其中有困难的概念补习。在期末考试的77个问题中,有3个评分员认为有28个问题是针对这些困难的概念的。计算这些项目的卡方差异。我们假设在学习过程中获得额外支持的学生在期末考试中会表现得更好。在28个问题中,接受治疗的学生在13个问题上得分更高,影响程度从小到中等。结果表明,在课文中有针对性的反馈和纠正可能会提高《心理学导论》中传统困难概念的准确性。教科书针对困难的概念,并提供反馈和补救,可以提高学生在课程中的学习。没有时间和资源来提供差别教学的教师可能会从能为学生提供差别教学的材料中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology
Research suggests improved retention for difficult concepts when courses incorporate retrieval practice with immediate feedback. This study assessed the utility of targeted feedback during learning on final exam performance for Introduction to Psychology’s difficult concepts. Students in Introduction to Psychology ( N = 648) used either an interactive control e-textbook ( n = 369) or a treatment interactive e-textbook ( n =279) with difficult concept remediation. Three raters identified 28 out of 77 questions on a cumulative final exam as targeting those difficult concepts. Chi-square differences for those items were calculated. We hypothesized that the students who received the additional support during the learning process would perform better on these questions on the final exam. Students in the treatment condition scored higher on 13 out of the 28 questions, with small to moderate effect sizes. The results indicate that targeted feedback and remediation in texts may lead to improved accuracy for traditionally difficult concepts in Introduction to Psychology. Textbooks targeting difficult concepts with feedback and remediation may improve student learning in a course. Instructors with less time and resources to provide differential instruction may benefit from materials that can provide this to their students.
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来源期刊
CiteScore
2.40
自引率
22.20%
发文量
68
期刊介绍: Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.
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