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A Multisite Study of Learning in Introductory Psychology Courses
Teaching of Psychology
  • Regan A. R. Gurung, University of Wisconsin
  • David B. Daniel, James Madison University
  • R. Eric Landrum, Boise State University
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Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.

Citation Information
Regan A. R. Gurung, David B. Daniel and R. Eric Landrum. "A Multisite Study of Learning in Introductory Psychology Courses" Teaching of Psychology (2012)
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