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Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats
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Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph – Teaching of Psychology, 2016
The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…
Descriptors: Retention (Psychology), Introductory Courses, Psychology, Acceleration (Education)
The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent
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Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie – Accounting Education, 2017
Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…
Descriptors: Correlation, Academic Achievement, Cognitive Style, Learning Motivation
Assessing Learning Approaches of Chinese Local MBA Students: An Investigation Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
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Taher, Adahi Moulaye M'Hamed; Jin, Chen – Educational Research and Reviews, 2011
This study empirically investigated learning approaches of management graduate students in China. The representative sample consisted of 208 MBA students in a professional accreditation business program in careers, namely the part-time MBA program, provided by Zhejiang University (ZJU) during the 2010/2011 academic year. The instrument used to…
Descriptors: Business Administration Education, Graduate Students, Criticism, Questionnaires