Correlates of exam performance in an introductory logic course

APA Newsletter on Teaching Philosophy 1 (14):2-8 (2014)
  Copy   BIBTEX

Abstract

This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each of the following variables: homework scores, attendance, and self-efficacy scores. A significant negative correlation was found between students’ frustration scores and their exam scores. Hierarchical regression analysis indicated that homework, attendance, and frustration scores made significant contributions to the prediction of exam scores. The implications of these findings for improving course design and enhancing student learning were discussed. (139 words)

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 90,616

External links

  • This entry has no external links. Add one.
Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Student Perceptions of Faculty Use of Cheating Deterrents.Robert Liebler - 2012 - Journal of Academic Ethics 10 (4):327-333.
The goals and merits of a business ethics competency exam.Earl W. Spurgin - 2004 - Journal of Business Ethics 50 (3):279-288.
Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - 2011 - Higher Education Research and Development 30 (3):371-385.

Analytics

Added to PP
2018-06-04

Downloads
2 (#1,634,744)

6 months
2 (#668,348)

Historical graph of downloads

Sorry, there are not enough data points to plot this chart.
How can I increase my downloads?

Author's Profile

Renee J. Smith
University of Colorado, Boulder

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references