University of Illinois Urbana-Champaign

Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement

Shigeto, Aya; Grison, Sarah; Luke, Steven G.; Watson, Patrick D.K.

Permalink

https://hdl.handle.net/2142/28608

Description

Title
Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement
Author(s)
  • Shigeto, Aya
  • Grison, Sarah
  • Luke, Steven G.
  • Watson, Patrick D.K.
Issue Date
2010-01
Keyword(s)
SoTL
Abstract
In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have not systematically investigated the program’s strengths and weaknesses. Accordingly, in Fall 2009, we studied 3 questions: 1. What are students’ attitudes toward the course? 2. Do students in Psych 100 learn the core psychological concepts? 3. Are there differences in learning based on students’ characteristics?
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/28608

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