A comparison of student performance and evaluation of learning in on-line and in-person educational psychology courses

2008 ◽  
Author(s):  
Sherri McCarthy ◽  
Bennett Edgerly ◽  
Francisco Vasquez
Keyword(s):  
Student Performance ◽  
Educational Psychology ◽  
Psychology Courses ◽  
On Line ◽  
Performance And Evaluation ◽  
Evaluation Of Learning ◽  
Educational Psychology Courses

scholarly journals Case Study Instruction In Educational Psychology Courses

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
Alyssa Gonzalez-DeHass ◽  
Patricia P. Willems
Keyword(s):  
Educational Psychology ◽  
Traditional Classroom ◽  
Case Study Method ◽  
Real World Applications ◽  
Psychology Courses ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Educational Psychology Courses ◽  
Case Based

The case study method of instruction affords students the opportunity to see the real-world applications of what they are learning and to actively engage in problem-solving. The purpose of this study is to examine current research on the use of case- based instruction and consider how this method might be of benefit to students enrolled in educational psychology courses in either the traditional classroom or web-assisted learning environment.

Study Behaviour and Performance in Objective and Essay Formats

1973 ◽  
Vol 17 (2) ◽  
pp. 157-167 ◽  
Author(s):  
J. B. Biggs
Keyword(s):  
Student Performance ◽  
Academic Motivation ◽  
Student Characteristics ◽  
Different Types ◽  
Psychology Courses ◽  
Convergence Performance ◽  
Academic Motivations ◽  
And Performance ◽  
Educational Psychology Courses ◽  
Study Behaviour

The effects of student motivation and study behaviour on performance in different types of test were investigated. Test scores in two undergraduate educational psychology courses were factor analysed and factor scores for performance in general achievement, objective format and essay format were obtained. Academic motivation and preferred study behaviours were assessed by means of questionnaire. High achievement was related, independently of format, to two kinds of study strategy, reproductive and transformational. Reproductive strategies were successful in students motivated pragmatically; transformational in those with more ‘academic’ motivations. Performance specific to the objective format was related to student characteristics that stemmed from the cognitive style of convergence. Performance specific to essays was associated with several marker/student characteristics. Some implications for teaching and evaluating student performance were noted.

Relation of Test-Specific Motivation and Anxiety to Test Performance

2002 ◽  
Vol 91 (3) ◽  
pp. 1011-1021 ◽  
Author(s):  
Lisa F. Smith ◽  
Jeffrey K. Smith
Keyword(s):  
Test Anxiety ◽  
Educational Psychology ◽  
Test Performance ◽  
Study Strategies ◽  
Test Motivation ◽  
Anxiety Test ◽  
Psychology Courses ◽  
Educational Psychology Courses ◽  
Main Effects ◽  
Learning And Study Strategies

The relations between consequence of test scores and motivation, anxiety, and test performance were studied with 112 persons in four undergraduate educational psychology courses. Students were given two versions of an hourly course examination that varied in consequence, with one counting for part of their grade and the other not counting. Each student completed the Learning and Study Strategies Inventory prior to taking the examination. Afterwards students completed a measure of test anxiety and test motivation specific to the examination they had just taken. Significant main effects were found for consequence of test with scores for test anxiety, test performance, and test motivation. Also, the subscales showed a consistent pattern of relations with test performance and test anxiety across the two conditions, but not for test motivation for which few relations were found under the condition with no consequence.

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