Incorporating active learning techniques in an introduction to psychology course

Abstract

The impact of active learning techniques on student learning outcomes was assessed across two studies. Performance data from two parallel sections of Introduction to Psychology (one traditional and one redesigned in which active learning techniques as well as online activities were incorporated into each lecture) were compared. Data from the traditional and redesigned sections on three identical semester tests, final exam grades and overall course grades were compared. Study 1 results indicate that students in the redesigned section performed as well as students in the traditional section on the semester tests and the final exam. The final grade distribution did not differ significantly between the traditional and redesigned sections. However, in Study 2, when controlling for instructor and teaching style, the results indicate that the redesigned section performed significantly better on all measures compared to the traditional section.