Differences of Effectiveness of Jigsaw Learning Methods in Heterogen and Homogen Group

Jigsaw is one kind of cooperative learning method. This method has been known as an effective method in schools either for junior or college students. This study aims to describe the differences of the effectivity of the Jigsaw method that a group formed based on gender, ability, ethnic and group formed as a homogenous group. The research method was experiment comparative. The subject of this study is a college student who enrolled in Educational Psychology courses. The result of this study is the effectivity of both groups formed in the jigsaw method has no significant difference. So, to conclude this research, teachers in schools should more concern in group dynamic than the component of groups.

Fostering Self-Regulated Skills in an Educational Psychology Course for Brazilian Preservice Teachers

The relevance of self-regulated learning is well acknowledged by research, and converging evidence suggests that people can be taught self-regulatory skills, thus improving their behavior as learners. Researchers have recommended that educational psychology courses for preservice teachers should help future teachers become better learners as well as more effective teachers. An attempt was made to explore the challenge of creating an effective teaching approach to increase preservice teachers’ awareness of their personal learning. This idea was implemented in an educational psychology course for 26 Brazilian students in a teacher education program at a public university in the interior of the state of São Paulo, Brazil. The procedures employed to foster self-regulatory skills and the results obtained from the experience are discussed in this article. Data were collected on 2 occasions using a self-efficacy for self-regulated learning scale and a general self-reflective activity. A structured diary about the students’ learning experiences was also required. Results showed reported gains in self-regulatory skills, greater awareness of affective and motivational states, and an improvement in study practices. Findings are discussed in terms of both the importance of improving students’ self-regulatory skills and the implications that such an initiative may have for future teaching practices.

Constructing Portfolios Together: Promoting Student/Faculty Metacognition

This article is intended both to share the authors’ experiences using portfolios as a teaching and evaluative tool in post-secondary undergraduate educational psychology courses, and to act as a means of reflecting on their own teaching. Their work arises out of a desire to find better ways of assessing both their students, and their own performance, as well as to deal conceptually with assessment. What they recount here are their struggles and successes in modeling an alternative assessment technique with their students, while also using the same technique as a tool for self-examination of their own practice. Much of the article is presented in a unique voice/countervoice format.

Case Study Instruction In Educational Psychology Courses

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.

Relation of Test-Specific Motivation and Anxiety to Test Performance

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.

Using Computer Conferencing and Electronic Mail to Facilitate Group Projects

This article reports on the use of electronic mail and an electronic conferencing system to conduct group projects in three Educational Psychology courses. Modifying the traditional group project by incorporating electronic communication has a number of advantages. 1) By “meeting” electronically, groups can communicate without space or time restrictions, creating potentially continuous dialogues. 2) Coordinating the groups electronically allows the professor to “sit-in” on these dialogues. The professor can be an unobtrusive observer, instantly available to answer questions, or give advice if the group seems to need it. 3) Monitoring the groups at work also allows the instructor to accurately assess the participation and contributions of each individual in the group, and assign appropriate grades. 4) Finally, the project introduces the students to electronic networking, and gives them a realistic opportunity to practice using it.