Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Class Activities | 1 |
| College Credits | 1 |
| Community Colleges | 1 |
| Differences | 1 |
| Grades (Scholastic) | 1 |
| Institutional Characteristics | 1 |
| Introductory Courses | 1 |
| Lecture Method | 1 |
| Notetaking | 1 |
| Psychology | 1 |
| Study Habits | 1 |
| More ▼ | |
Source
| Teaching of Psychology | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcCann, Lee I.; Ebert, Alexandria R.; Oechsner, Markus; Immel, Kathy R.; Kadah-Ammeter, Tammy L. – Teaching of Psychology, 2019
Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of…
Descriptors: Introductory Courses, Psychology, Vocational Schools, Two Year Colleges
