Effectiveness of Online vs. Traditional Study Materials in an Introductory Psychology Course

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Effectiveness of On-line vs. Traditional Study
Materials in an Introductory Psychology Course

• Arlene R. Lundquist, PhD
• Melissa R. Curtis
• Utica College
• Utica, New York 13502

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Abstract

• The purpose of this study was to evaluate the
  effectiveness of, and preference for using online
  versus traditional study materials in an
  introductory psychology course. Students in the
  online group reported greater satisfaction, more
  frequently accessed study materials, and earned
  higher overall grades. Satisfaction and access to
  study materials comparisons were statistically
  significant.

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Introduction

• In a time when technology is espoused as the
  golden goose of education, it is unclear if
  undergraduate students are as enamored with the
  process as much as educators and college
  administrators. The literature available is
  consistent in reporting both the positive and
  negative aspects of using on-line learning tools
  as an adjunct to classroom based instruction. The
  case for on-line learning in the classroom points
  to access, convenience, and independent learning
  to support its use. The case against on-line
  learning in the classroom includes issues of
  access (computer problems), lack of computer
  expertise, and lack of ready help for
  problem-solving.

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• Therefore, the purpose of this study was
  tri-fold
  
• We wanted to evaluate preferences for the use of
  on-line technology versus the more traditional
  study materials (instructor/professional study
  guides, handouts, paper/pencil quizzes, etc.).
• We wanted to investigate whether on-line course
  tools enhance students learning as measured by
  final course grades and performance on a pre-test
  and post-test of questions students who have
  completed and Introductory Psychology course
  should know.
• We wanted to investigate whether students
  preferred one course manager over another.

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Method

• Sample
• Fifty-six male and female Introductory
  Psychology students participated in this study.
  
• Participants comprised two sections of the same
  class, taught by the same instructor.
  
• Eighty-two percent of the sample were first year
  students.
  
• The mean GPA of the overal