FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1589983098> ?p ?o ?g. }

• W1589983098 abstract "Nearly 100 students were given a Pre-Test in psychology on the first day of class without warning in order to assess their knowledge of basic course content derived from the prerequisites of the course (PSYC-100 Introduction to Psychology or PSYC-220 Child Development) and other life experiences. This was intended as a low-stakes testing situation, since students were assured that the results were to be used only for curricular/instructional decision making and the results would have no impact upon the student’s grade in the course. The Pre-Test was found to explain 12% of the variance in final course grade average. This research report contains an item analysis of the Pre-Test depicting the extent of psychological knowledge students brought with them to the class. The achievement results were very disappointing. For example, only 2 students knew the names and proper order of Piaget’s 4 stages of cognitive development. The author hypothesized that even some fundamental psychological knowledge that was retained from previous learning allowed students to more effectively and efficiently re-learn such content for the new target course. This pedagogical research supported the use of the existing pre-requisite for the course, but extreme caution is urged when instructors assume that a substantial and accurate knowledge base in psychology is brought to the learning context based upon satisfying the pre-requisite course requirement. Descriptors: Academic Achievement, Prerequisites, College Curriculum, Retention (Psychology), Curriculum Evaluation, Educational Improvement, Higher Education Student Recall from Introductory Psychology Page 3 How Much Do Students Remember from an Introductory Psychology Course? A large number of course instructors in psychology have pre-requisites attached to their upper-division courses, such as an Introduction to Psychology course. It is often assumed that such a pre-requisite is a necessary, but not sufficient ingredient for most students to successfully complete the course. This premise is usually based upon the following belief: A carefully identified previous course in psychology lays the foundation of psychological knowledge that will allow students and instructor to build upon such knowledge, apply such knowledge, and critically analyze theories and ideas. Another belief is that a pre-requisite course is needed to increase the likelihood of success in a particular course. Unfortunately, little is known about the transfer and retention of psychological knowledge through pre-requisites as a preparation for future academic work based upon a review of the literature. This research report offers specific information regarding student ability to recall psychological theory and research content covered in most all introductory courses in psychology some time after the completion of such a pre-requisite. The findings of such a study have important implications for the teaching and learning of psychology and the use of pre-requisites in upper division courses. Several caveats exist when doing such research. We often make the false assumption that a pre-requisite course is the only source of existing psychological knowledge for students in a class. This is a dangerous assumption, since students could have taken additional psychology courses other than the pre-requisite course; completed coursework outside the discipline of psychology that dealt with psychological content; or acquired psychological knowledge from Student Recall from Introductory Psychology Page 4 personal reading, electronic web-based sources on the Internet, and normal discourse inside or outside traditional academic settings. Empirical support exists for the fact that students do really learn psychology outside the confines of a psychology course structure. For example, Rickard, Rogers, Ellis, and Beidleman (1988) reported that subjects in a control group who had never taken a psychology course correctly answered 62% of the questions in a 60 item multiple-choice psychology test taken from the instructor’s manual of the textbook. Another explanation for this finding lies in the possibility that such questions were written at lower levels of the cognitive domain and thus might be considered questions that tapped common knowledge about psychology. The paucity of research in the literature that examined the effectiveness of pre-requisites in upper-division psychology courses forced a broader exploration of such a phenomenon in other disciplines and institutional settings. Kaufman and Gilman (2002) found no relationship between students’ completion of pre-requisite courses and success in future courses in a business program. Abou-Sayf (2008) explored the suspension of mathematics and English pre-requisite courses for 12 target courses in history, information technology, food service, e-business, and information and computer science at a community college setting. Findings here indicated changing a math or English requirement from “required” to “recommended” was somewhat detrimental to grades, but the complete waiving of the English prerequisite actually led to an increase in student performance. Sibulkin and Butler (2008) investigated whether a college algebra course should be a pre-requisite for taking a psychology statistics course. Prior completion of such an algebra class did not significantly add to the prediction of statistics grades. Disciplinary and curricular specific domains could yield different findings. Arismendi-Pardi (1997) found that a college algebra pre-requisite course led to better Student Recall from Introductory Psychology Page 5 performance in a future calculus course. Wilson (1994) found evidence that a mathematics course pre-requisite was not a significant predictor of success in a future chemistry course. Hoyt (1999) reported the usefulness of pre-requisites, but added a caveat that an above average achievement was needed in such pre-requisites. The current study outlined in this report more accurately attempts to measure previous knowledge in psychology from all potential sources. It is hypothesized that for the majority of students, accumulated knowledge from a pre-requisite Introductory Psychology course is likely to be the most powerful contributor to such a knowledge base. Several items in the Pre-Test employed in this study were intentionally written at higher levels of learning in the cognitive domain such as application and analysis (see Bloom, Engelhart, Frost, Hill, & Krathwohl, 1956) in order to provide considerable challenge to the task. Most items (75%) were fill-in-the-blank rather than multiple-choice, since free recall items are thought to be more challenging than recognition items. Additional measurement issues are of concern here. It is impossible to easily control when students actually took such a pre-requisite course in their collegiate experience. A greater time lag between the completion of the pre-requisite and another target psychology course might account for the forgetting of some acquired knowledge. The actual grade in the pre-requisite class was not considered in this research study, but it might be hypothesized that students with higher grades in the pre-requisite course would retain information longer. Also at issue here is the quality of the pre-requisite course and the instructional delivery mode, since transfer courses, on-line courses, community college courses, and home-campus courses are all judged to be equivalent in meeting the pre-requisite. The quality of teaching and learning in the pre-requisite Student Recall from Introductory Psychology Page 6 course is a further unknown factor when students arrive having already met the pre-requisite on the first day of class." @default.
• W1589983098 created "2016-06-24" @default.
• W1589983098 creator A5061745829 @default.
• W1589983098 date "2010-03-19" @default.
• W1589983098 modified "2023-09-27" @default.
• W1589983098 title "How Much Do Students Remember from an Introductory Psychology Course" @default.
• W1589983098 cites W150107900 @default.
• W1589983098 cites W1622896514 @default.
• W1589983098 cites W2008077550 @default.
• W1589983098 cites W2025518437 @default.
• W1589983098 cites W2090444632 @default.
• W1589983098 cites W2128694163 @default.
• W1589983098 cites W232662943 @default.
• W1589983098 cites W312135046 @default.
• W1589983098 cites W40256288 @default.
• W1589983098 hasPublicationYear "2010" @default.
• W1589983098 type Work @default.
• W1589983098 sameAs 1589983098 @default.
• W1589983098 citedByCount "0" @default.
• W1589983098 crossrefType "journal-article" @default.
• W1589983098 hasAuthorship W1589983098A5061745829 @default.
• W1589983098 hasConcept C127413603 @default.
• W1589983098 hasConcept C145420912 @default.
• W1589983098 hasConcept C146978453 @default.
• W1589983098 hasConcept C15744967 @default.
• W1589983098 hasConcept C180747234 @default.
• W1589983098 hasConcept C19417346 @default.
• W1589983098 hasConcept C2777552389 @default.
• W1589983098 hasConceptScore W1589983098C127413603 @default.
• W1589983098 hasConceptScore W1589983098C145420912 @default.
• W1589983098 hasConceptScore W1589983098C146978453 @default.
• W1589983098 hasConceptScore W1589983098C15744967 @default.
• W1589983098 hasConceptScore W1589983098C180747234 @default.
• W1589983098 hasConceptScore W1589983098C19417346 @default.
• W1589983098 hasConceptScore W1589983098C2777552389 @default.
• W1589983098 hasLocation W15899830981 @default.
• W1589983098 hasOpenAccess W1589983098 @default.
• W1589983098 hasPrimaryLocation W15899830981 @default.
• W1589983098 hasRelatedWork W106905529 @default.
• W1589983098 hasRelatedWork W1139505845 @default.
• W1589983098 hasRelatedWork W131438138 @default.
• W1589983098 hasRelatedWork W1517832201 @default.
• W1589983098 hasRelatedWork W1540069117 @default.
• W1589983098 hasRelatedWork W2035781842 @default.
• W1589983098 hasRelatedWork W2161879919 @default.
• W1589983098 hasRelatedWork W2183719272 @default.
• W1589983098 hasRelatedWork W2183986547 @default.
• W1589983098 hasRelatedWork W230453173 @default.
• W1589983098 hasRelatedWork W2320723679 @default.
• W1589983098 hasRelatedWork W2796909512 @default.
• W1589983098 hasRelatedWork W2799620418 @default.
• W1589983098 hasRelatedWork W28414151 @default.
• W1589983098 hasRelatedWork W2993319755 @default.
• W1589983098 hasRelatedWork W3140702804 @default.
• W1589983098 hasRelatedWork W346198862 @default.
• W1589983098 hasRelatedWork W53956395 @default.
• W1589983098 hasRelatedWork W74524850 @default.
• W1589983098 hasRelatedWork W3114776337 @default.
• W1589983098 isParatext "false" @default.
• W1589983098 isRetracted "false" @default.
• W1589983098 magId "1589983098" @default.
• W1589983098 workType "article" @default.