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Peterson, Daniel J. – Teaching of Psychology, 2016
There are but a handful of experimental or quasi-experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture (N =…
Descriptors: College Students, Introductory Courses, Statistics, Academic Achievement
Gorvine, Benjamin J.; Smith, H. David – Teaching of Psychology, 2015
This study describes the use of a collaborative learning approach in a psychological statistics course and examines the factors that predict which students benefit most from such an approach in terms of learning outcomes. In a course format with a substantial group work component, 166 students were surveyed on their preference for individual…
Descriptors: Prediction, Predictive Measurement, Success, Psychology
Freng, Scott; Webber, David; Blatter, Jamin; Wing, Ashley; Scott, Walter D. – Teaching of Psychology, 2011
Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone…
Descriptors: Majors (Students), Grade Point Average, Research Methodology, Academic Achievement
Peer reviewed
Brooks, Charles I. – Teaching of Psychology, 1987
Presents data showing that women in an introductory statistics class make higher grades than men. Compares this finding with previously reported results and provides anecdotal observations concerning this experience. (JDH)
Descriptors: Academic Achievement, Educational Research, Females, Higher Education
Peer reviewed
Buck, Jane L. – Teaching of Psychology, 1987
This article explores reasons for differences between Brooks' findings and the author's. Additional analysis of the data revealed no significant gender difference. Concludes there is a need for better controlled studies. (JDH)
Descriptors: Academic Achievement, Educational Research, Females, Higher Education
Peer reviewed
Carter, Kyle R. – Teaching of Psychology, 1983
The audio-tutorial was used in college level psychology classes to minimize student entry level differences in their knowledge of statistical concepts. The nature, rationale, and application of the audio-tutorial is described, and an evaluation study is presented. (RM)
Descriptors: Academic Achievement, Course Evaluation, Higher Education, Individual Differences
Peer reviewed
Cumming, Geoff – Teaching of Psychology, 1983
A study comparing the performances and preferences of college statistics students in streamed and mixed-ability groups revealed that both types of class organization are workable, but students prefer varied abilities in small work groups. (AM)
Descriptors: Ability Grouping, Academic Achievement, Class Organization, Comparative Analysis
Peer reviewed
Finn, John Patrick – Teaching of Psychology, 1983
This study compares the performances of college elementary statistics students in a traditional personalized system of instruction (PSI) course to those participating in a modified PSI, which included the use of a student "buddy system" to increase motivation. No significant differences were found in the performance of the two groups.…
Descriptors: Academic Achievement, Comparative Analysis, Educational Research, Higher Education
Peer reviewed
Hudak, Mary A.; Anderson, David E. – Teaching of Psychology, 1990
Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…
Descriptors: Abstract Reasoning, Academic Achievement, Analysis of Variance, Cognitive Ability
Peer reviewed
Wang, Alvin Y.; Newlin, Michael H.; Tucker, Travis L. – Teaching of Psychology, 2001
Presents a study that applied a discourse analysis (DA) to the electronic discussion of a 16-week Internet-based section of a class in statistical methods in psychology. Reveals that several DA categories were related to the final course grade. Discusses the implications of the results. (CMK)
Descriptors: Academic Achievement, Course Content, Discourse Analysis, Educational Research