Early Detection of Final Performance in an Introductory Course in General Psychology

1974 ◽  
Vol 35 (1) ◽  
pp. 620-622 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Larry Wise ◽  
Olin W. Smith
Keyword(s):  
College Courses ◽  
Act Scores ◽  
Specific Test ◽  
Specific Content ◽  
Course Content ◽  
General Ability ◽  
Introductory Course ◽  
Ability Tests ◽  
Final Grades ◽  
Psychology Course

Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.

Introductory Psychology from the Standpoint of the Consumer

1989 ◽  
Vol 16 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Mary Lou Zanich ◽  
David E. Grover
Keyword(s):  
Interpersonal Relationships ◽  
Introductory Psychology ◽  
Course Content ◽  
Hard Science ◽  
Before And After ◽  
Course Experience ◽  
Similar Survey ◽  
Individual Needs ◽  
Psychology Course ◽  
Interest Levels

Psychology and other majors were surveyed before and after completing an introductory psychology course to determine their interest in topics traditionally covered in such a course. No substantial difference between the two groups was observed. In addition, interest levels did not change significantly as a result of the course experience. Students were most interested in topics relating to their immediate individual needs (e.g., interpersonal relationships) and least interested in the “hard science” aspects of psychology. Results are compared to a similar survey taken 50 years ago. Implications for course content and organization are discussed.

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum

2013 ◽  
Vol 2328 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Rod E. Turochy ◽  
Jon Fricker ◽  
H. Gene Hawkins ◽  
David S. Hurwitz ◽  
Stephanie S. Ivey ◽  
...  
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
Relevant Literature ◽  
Transportation Engineering ◽  
Engineering Programs ◽  
Course Content ◽  
Credit Hours ◽  
Introductory Course ◽  
The Status ◽  
Primary Focus

Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering student's only exposure to the profession.

A Confirmatory Factor Analytic Investigation of time Sharing Performance and Cognitive Abilities

1987 ◽  
Vol 31 (9) ◽  
pp. 1062-1066
Author(s):  
Jeffrey B. Brookings
Keyword(s):  
Cognitive Abilities ◽  
Second Order ◽  
Time Sharing ◽  
General Ability ◽  
Confirmatory Factor ◽  
Ability Tests ◽  
Ability Factor ◽  
Highly Correlated ◽  
Male Subjects ◽  
General Time

Eighty-one male subjects performed four information processing tasks and six dual task combinations, and completed a battery of psychometric ability tests selected to define three first-order factors and a second-order general ability factor. Confirmatory maximum likelihood factor analyses of the performance data provided no support for a general time-sharing factor, but a model with factors corresponding to the four single tasks provided a good fit to the data. The Grammatical Reasoning factor was highly correlated with the Verbal and second-order General Ability factors, suggesting that this task may be a good single index of total attentional resources.

Cognitive and Regulatory Predictors of Success in General Ability Tests in Preschool Years

2020 ◽  
pp. 97-114
Author(s):  
T.N. Tikhomirova ◽  
◽  
E.В. Misozhnikova ◽  
S.B. Malykh ◽  
◽  
...  
Keyword(s):  
Predictors Of Success ◽  
General Ability ◽  
Ability Tests

Content Analysis of the Introductory Course in Sport Management

1996 ◽  
Vol 10 (1) ◽  
pp. 87-96 ◽  
Author(s):  
Ming Li ◽  
Doyice Cotton
Keyword(s):  
Content Analysis ◽  
Sport Management ◽  
Course Content ◽  
Introductory Course ◽  
Basic Understanding ◽  
Sport Industry

An introductory course in sport management should provide the student in the program with a basic understanding of the sport industry. However, the opinions of sport management educators vary as to what should be included in the introductory course. This diversity of opinions regarding course content is reflected in the texts that have been written for use in the introductory course. Each book has its own unique objective and range of topics (Chella-durai, 1985; Lewis & Appenzeller, 1987; Parkhouse, 1992; Parks & Zanger, 1991).

scholarly journals Student usage of short online single-topic videos in a first-year engineering chemistry class

2018 ◽  
Author(s):  
Yasaman Delaviz ◽  
Scott D. Ramsay
Keyword(s):  
Materials Science ◽  
Online Courses ◽  
First Year ◽  
Learning Resource ◽  
Specific Content ◽  
Introductory Course ◽  
Learning Content ◽  
Maximum Duration ◽  
Youtube Videos ◽  
Survey Responses

This study explored students’ usage patternswith 5-10 minute single-topic (“short topic”) videosproduced solely for online use to support undergraduatestudents enrolled in a first-year introductory course toengineering chemistry and materials science at theUniversity of Toronto. The short topic videos were postedas unlisted YouTube videos and made available to studentsusing the Blackboard learning management system.Analytical data was collected from these unlisted YouTubevideos. In 2016, 142 student participants completed ananonymous survey that collected information on users’perceived usefulness and the reason for using the shorttopic videos. In the survey responses, 70.4% of studentsindicated a preference for using the short topic videos toreview specific content vs. full lecture captures. A total of76 short topic videos were created with an average videolength of 8:11 min. The videos were intentionally keptshort, with a maximum duration of 13:46 min. View counts and feedback from the survey responses suggested that students used the short topic videos to review contents and found the videos to be a valuable learning resource. The videos were re-used as the main learning content in the online equivalent course offered in 2017 and 2018. Datacollected from YouTube analytics demonstrated similarusage behavior and retention in the videos when used asthe main learning resource in the online courses to whenthe videos were provided as supplementary resources.

Healthy People, Healthy Community: Evaluation of a train-the-trainers programme for community health workers on water, sanitation and hygiene in rural Haiti

2019 ◽  
Vol 78 (8) ◽  
pp. 931-945 ◽  
Author(s):  
Xiaoran Yu ◽  
Asmita Pendse ◽  
Shay Slifko ◽  
Arpana G Inman ◽  
Peggy Kong ◽  
...  
Keyword(s):  
Focus Group ◽  
Community Health ◽  
Rural Areas ◽  
Health Workers ◽  
Training Programme ◽  
Observation Data ◽  
Specific Content ◽  
Course Content ◽  
Train The Trainer ◽  
Sanitation And Hygiene

Objective: This evaluation examined the effectiveness and cultural compatibility of a community health worker (CHW) training programme on water, sanitation and hygiene (WASH) in Haiti. Design: Mixed-methods including pre- and post-course tests of WASH knowledge, focus group discussions and semi-structured observation. Setting: Haiti is among the world’s most underdeveloped nations for WASH infrastructure. In rural areas of the country, fewer than half of households have access to clean water and 22% have adequate sanitation facilities. The study evaluated a ‘train-the-trainer’ programme in rural southeast Haiti. Methods: Participants were 22 CHW supervisors responsible for training and monitoring the work of rural junior health agents (JHAs). The training programme was delivered by international trainers and consisted of 1 week of classroom training and 1 week of community-based experiential learning. Paired-samples t-tests were used to assess changes in knowledge, and robust qualitative methods were used to analyse focus group discussion and observation data. Results: Participants showed statistically significant improvement in WASH knowledge from pre- to post-test. In experiential supervisor-led training sessions, participants effectively conveyed course content to JHAs, and successful home visits demonstrated the potential for content to reach community members. The programme would benefit from providing educational materials to enhance dissemination. Participants expressed dissatisfaction with translations of course content and requested more frequent training, more emphasis on leadership development and specific content areas for future training. Conclusion: The CHW training programme enhanced trainees’ WASH knowledge and capacity to educate JHAs to disseminate the knowledge to local residents. The train-the-trainer model offers a cost-effective strategy for building local capacity for health education.

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