An investigation of individual difference variables and their interaction with three different methods of teaching introductory psychology in the prediction of academic success

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dc.contributor.advisorMillham, Jim
dc.contributor.committeeMemberCox, John A.
dc.contributor.committeeMemberDoughtie, Eugene B.
dc.contributor.committeeMemberLaughery, Kenneth R.
dc.contributor.committeeMemberMeicler, Marcel
dc.creatorGaynor, Jessica Mary K.
dc.date.accessioned2022-09-23T15:52:43Z
dc.date.available2022-09-23T15:52:43Z
dc.date.copyright1974
dc.date.issued1974
dc.description.abstractThe present study was designed to investigate individual difference variables and their interaction with different methods of teaching an Introductory Psychology course in the prediction of academic performance. Intellective factors: previous college grade-point-average, and SAT Verbal and Math scores, in combination with nonintellectlve factors: demographic variables facilitating and debilitating anxiety, need for achievement, and need to avoid evaluation, were utilized to predict over 300 students' performance on course examinations and on an independent Criterion Test. All students participated in one of three teaching conditions: lecturelaboratory, lecture-lecture, or lecture-research-discussion, and one of two testing conditions: midterm and final or weekly testing. In addition, a scale of Concordance was developed, measuring the degree of correspondence between students' preferred teaching methods and the teaching methods they actually received in treatment, and included in the prediction of academic success. Previous college grade-point- average and Concordance accounted for 82% of the variance in the prediction of student performance on course examinations. Moreover, there was a significant difference in academic performance between the teaching and testing conditions and a significant difference in student evaluations as a function of testing procedures. These results were further evaluated and recommendations made for further research.
dc.description.departmentPsychology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other12578171
dc.identifier.urihttps://hdl.handle.net/10657/11759
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectPsychology--Study and teaching
dc.subjectPrediction of scholastic success
dc.titleAn investigation of individual difference variables and their interaction with three different methods of teaching introductory psychology in the prediction of academic success
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Social Sciences
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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