Assessment of Differential Learning by Topic in Introductory Psychology

Abstract

Introductory psychology students typically perform better on posttests compared to pretests; however, not all topics are learned equally well. To measure how much information students learned overall and to determine whether the level of knowledge gained differed by topic, 932 undergraduates enrolled in introductory psychology completed a multiple-choice pretest-posttest assessment. The tests included questions about 11 topics typically taught in introductory psychology. Student-, instructor-, and assessment-related variables that could affect learning were also examined. As expected, posttest scores were significantly higher than pretest scores. Importantly, there were significant differences among topics in terms of posttest scores as well as in the level of improvement. Students were most likely to answer posttest questions correctly about introduction and research methods, memory, and development, and least likely to answer questions correctly about physiological psychology. Scores improved on 9 of the 11 topics, with the greatest improvement for memory, physiological psychology, and sensation and perception. No improvement occurred for cognition and development. Regarding variables that could potentially affect learning, a significant effect for type of final exam, type of credit granted, and instructor was found. This is the first time that a pretest-posttest design has been used to demonstrate differential learning of topics in introductory psychology. Results may inform instructors' course planning regarding time allotted and techniques used to facilitate student learning.External and internal stakeholders are placing increasing emphasis on assessing learning in academia. External constituencies such as legislators, administrators, and taxpayers require assessment for accountability purposes, whereas professors typically engage in assessment to measure students' acquisition of knowledge, determine teaching effectiveness, and inform pedagogy. There are a variety of ways to assess learning; one commonly used technique is a pretest-posttest measure. This method gauges students' baseline knowledge prior to class and measures acquisition of knowledge over the semester (Linton, 2003). ). These assessments varied on several characteristics, including number of questions, timing of administration of posttest questions, and similarities between pre-and posttest questions. Rossi et al. (2005) administered a 100-item pretest the first week of class, and a 100-item posttest at the end of the semester, as a cumulative final. Questions were matched for content. Zamboanga (2003, 2004) administered a 25-item pretest at the beginning of the semester and integrated six or seven of these questions into each of four noncumulative exams throughout the semester. Not surprisingly, findings from these studies showed that introductory psychology students performed better on posttests than pretests (Federici & Schuerger, 1976;Rossi et al., 2005;Thompson & Zamboanga, 2003, 2004, indicating that students' overall content knowledge...

Development and validation of an introductory psychology knowledge inventory.

“…As outlined previously, we may not expect high internal consistency from this type of measure. For example, students’ knowledge of one content area, such as biological psychology, may differ considerably from their knowledge of another content area, such as social psychology (McNamara, Williamson, & Jorgensen, 2011; Peck, Ali, Levine, & Matchock, 2006). Additionally, Cronbach’s alpha conducted on separate sections of the inventory were all below the standard of α = .70.…”

The Importance and Interest of Introductory Psychology Textbook Topics

“…Introductory psychology students do not always learn or retain the information taught in that course to the degree their instructors might hope or assume (Rickard, Rogers, Ellis, & Beidleman, 1988). McNamara, Willamson, and Jorgensen (2011) found that introductory students improved to greatly varying degrees on 9 of 11 topics from pre- to post-tests, with significant improvement on some topics but little improvement on others. VanderStoep, Fagerlin, and Feenstra (2000) found that at the end of the semester such students most often recalled items associated with vivid instructional tools or techniques, but only 15% of their responses were highly relevant to the course material.…”

Ramp It Up

“…For example, in a study of retention during the span of the course, Intro Psych students remembered “vivid anecdotes and demonstrations” (VanderStoep, Fagerlin, & Feenstra, 2000, p. 92). When comparing precourse to postcourse scores, student performance increased for 9 of the 11 topics presented in the course (McNamara, Williamson, & Jorgensen, 2011). Students tend to make the greatest improvements in the areas of memory, physiological psychology, sensation and perception, content areas presented for longer periods in Intro Psych, and those areas most represented in textbooks (Peck, Ali, Levine, & Matchock, 2006).…”