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ERIC Number: ED350060
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Use of Student Workbooks in Introductory Psychology Courses.
Reittinger, Donna Lis; Crowley-Long, Kathleen
A study was conducted at the College of Saint Rose, in Albany, New York, to evaluate the effectiveness of a student workbook that accompanies the 5th edition of the textbook "Introduction to Psychology: Exploration and Application," by Dennis Coon. The study examined the academic performance and attitudes of 106 undergraduate students enrolled in four sections of an introductory psychology course during fall 1990. Two different instructors taught the four sections, utilizing the same policies, outline, content, and multiple-choice tests. Each of the instructors taught one section in which workbook exercises were required (and examined on test days), and one section in which the use of the workbook was optional. On the last day of the semester, all students completed a questionnaire on the workbook. Students were divided into two groups: those who reported completing all or most (75%) of the workbook exercises (Group A); and those who reported completing little (25%) or none of the exercises (Group B). Study findings included the following: (1) there were no differences in how Group A and Group B students went about using the workbook; (2) workbook multiple-choice exercises were frequently cited as being most helpful, while students reported the most dissatisfaction with fill-in-the-blank sections; (3) no statistically significant differences in course grades were found between students who had completed 70% of the workbook (as assessed by instructors) and those who had completed 30% of the workbooks or less; and (4) over 90% of the students who actually completed most workbook assignments felt that the activity had improved their grades. The survey instrument is included. (PAA)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A