Student Preparedness and Success in Introductory Psychology

Autor/inn/en	Altman, William S.; Pena-Shaff, Judith B.; Nicholls, Craig; Domingo, Cassandra
Titel	Student Preparedness and Success in Introductory Psychology
Quelle	In: Teaching of Psychology, 49 (2022) 3, S.236-244 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211008493
Schlagwörter	Readiness; Academic Achievement; Introductory Courses; Psychology; Reading Comprehension; Writing Ability; Student Placement; Instructional Effectiveness; Remedial Instruction; Community Colleges; Two Year College Students; Placement Tests; New York; ACCUPLACER + Suchen Sie Ihr Suchwort? Schulleistung; Einführungskurs; Psychologie; Leseverstehen; Schreibkompetenz; Schülerpraktikum; Unterrichtserfolg; Förderkurs; Community college; Community College
Abstract	Background: Reading comprehension and writing ability are critical to students' success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether ACCUPLACER® test scores help predict performance in introductory psychology, and the effectiveness of reading and writing remediation classes in helping students, particularly those with low ACCUPLACER® scores. Method: Logistic regression analyses were used, to explore whether ACCUPLACER® test scores helped predict performance, and whether completing remediation classes helped students pass, controlling for ACCUPLACER® and WritePlacer® scores, at an upstate New York community college, between the years 2010 and 2015. Results: Placement test scores did help to predict successful course completion. There was not a statistically significant difference in successful course completion between students who passed the remedial courses and those who did not take them. Conclusions: Success in introductory psychology requires college-level reading and writing. Remedial courses' value in students' success in this class appears relatively small or non-significant. Teaching Implications: We propose solutions that may be more effective, involving embedding the remediation in the course, or in closely linked ancillary sections. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01