Using Factual Study Questions to Guide Reading and Promote Mastery Learning by Developmental Students in an Introductory Psychology Course

Abstract

Skill at reading textbooks is clearly important for academic success but instead of reading their textbooks, many college students skip difficult sections and memorize surface information they think will be on tests. This study reports an evaluation of factual study questions as a component of an introductory psychology course taught to developmental students with a computer-assisted, mastery learning teaching method based on Keller's (1968) Personalized System of Instruction (PSI). Most students completed the study questions and our correlational analyses showed clearly that study question completion was associated with quiz performance. We recommend that instructors of introductory courses, especially those that serve developmental students, create and use factual study questions.

Additional information

Notes on contributors

Thomas Brothen

Thomas Brothen has a PhD in Social Psychology from the University of Minnesota. His research interests include instructional technology in developmental education and student self-regulation of learning. Catherine Wambach has a PhD in Counseling Psychology from the University of Minnesota. Her research interests include studies of student motivation and curriculum evaluation.

Cathrine Wambach

Thomas Brothen has a PhD in Social Psychology from the University of Minnesota. His research interests include instructional technology in developmental education and student self-regulation of learning. Catherine Wambach has a PhD in Counseling Psychology from the University of Minnesota. Her research interests include studies of student motivation and curriculum evaluation.