ERIC Number: EJ1134642
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Effects of Three Pedagogies on Learning Outcomes in a Psychology of Gender Lecture: A Quasi-Experimental Study
Reber, Jeffrey S.; Downs, Samuel D.; Peterson Nelson, Julie A.
Teaching of Psychology, v44 n2 p134-144 Apr 2017
This study employed a quasi-experimental design to test the effects of three pedagogies on learning outcomes in a simulated psychology of gender lecture. Results showed that meaning and relational pedagogies, as well as a combination of meaning, relational, and explanatory pedagogies, significantly improved participant learning beyond self-study and produced a significant improvement in retention as well. Interestingly, participants in the relational condition excelled on these learning outcomes even though the instructor covered very little reading material in that condition. Despite the benefits of these pedagogies, participants showed a clear preference for the lower performing explanatory instructional approach, which suggests that students may not readily recognize pedagogies that best contribute to effective learning and retention in classes like the psychology of gender.
Descriptors: Instructional Effectiveness, Teaching Methods, Outcomes of Education, Psychology, Sex, Quasiexperimental Design, Simulation, Comparative Analysis, College Instruction, Cognitive Style, Retention (Psychology), Lecture Method, Statistical Analysis, Multivariate Analysis, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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