A Multisite Study of Learning in Introductory Psychology Courses
Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.
Gurung, Regan A. R.; Daniel, David B.; and Landrum, R. Eric. (2012). "A Multisite Study of Learning in Introductory Psychology Courses". Teaching of Psychology, 39(3), 170-175. http://dx.doi.org/10.1177/0098628312450428