Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and…

An active-learning concurrent preparatory general chemistry course was adopted to replace a prerequisite course that lacked effectiveness in improving student outcomes. Our previous study showed that the concurrent course increased final exam performance and retention in a cohort of students. This paper studies the course modality impact of the…

The purpose of this quantitative study was to determine if there was a significant relationship between school-wide academic outcomes and the instructional modalities utilized by public schools during the 2019-2022 school years. This study also determined if there was a significant difference in assessment scores earned by public school students…

An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

In this article, after describing one approach for teaching critical thinking (CT) that was in place at Baker University from 1990 to 2008, the author describes their experience assessing CT using three standardized exams and shows why the choice of a standardized CT test can be problematic and the results misleading. These results can be…

In the criterion-based clinical assessment context, and more broadly, examination resits continue to present an ongoing dilemma to educators. The number of students involved is generally a small percentage of the cohort, but it is precisely with these students that institutions bear a heavy responsibility in ensuring they reach a sufficiently high…

We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating…

This study explored the impact of "Technology Enabled Active Learning" (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, post-tests,…

This study compared 14 field instructors trained in a model based on understanding MSW students' cognitive, affective, and behavioral development and modifying their supervision to meet students' changing needs with a group of 24 untrained field instructors. T-test results suggest that students of trained field instructors were significantly more…

In recent years, West Virginia high school students have improved their performance on the ACT exam and have been steadily approaching the national average on ACT composite scores. In 2001, the gap between West Virginia test-takers and the national average was eight-tenths of a point. As of 2005, the gap was at six-tenths of a point.…