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ERIC Number: EJ817224
Record Type: Journal
Publication Date: 2008-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0098-6283
Improving Learning through Interventions of Student-Generated Questions and Concept Maps
Berry, Jack W.; Chew, Stephen L.
Teaching of Psychology, v35 n4 p305-312 Oct 2008
Using the principles of the scholarship of teaching and learning, we evaluated 2 learning strategies to determine if they could improve student exam performance in general psychology. After the second of 3 exams, we gave students the option of participating in a specific learning activity and assessed its impact using the third exam. In Study 1, participating students generated a minimum of 3 questions per week over course material. Lower performing students who participated improved their exam performance such that they were indistinguishable from stronger students who did not participate. In Study 2, students had the option of generating concept maps over course material. Generating concept maps significantly improved performance. (Contains 3 tables, 1 figure, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A