Instructors want to ensure that students are learning the course material and are becoming critical thinkers. Effective teaching includes addressing students' learning needs in ways to verify that students comprehend the course material. Journals, a form of active learning, link the students' existing schema and the newly acquired information. The first intended purpose of this research study was to examine the effects of journaling on college students' level of course content comprehension. The second purpose of the study was to determine if there was a difference in the preference of assessment types among college students. The study used casual-comparative and descriptive research. The sample included 41 current college students in the Principles of Child Development course and the archival records of 91 former Principle of Child Development college students. Quantitative data were analyzed using t tests, ANOVA, standard deviation, variation, and percentages. Results of the quantitative data revealed that the students preferred journaling as assessment to multiple-choice testing, and that these students believed that journaling increased their course comprehension and critical thinking.The group of students in the archival data was assessed with multiple-choice tests, only. ... was primarily female, aged 19-29, educational attainment of high school diploma or equivalency, passed an English proficiency exam, and of European or Mexican descent. Instrumentation The defined group was given a pretest and a posttest to determine course comprehension. These tests ... The group was assessed through best practices using reflective journaling and multiple- choice tests.
|Title||:||The Effects of Journaling as Assessment on College Student's Comprehension of Course Material|
|Author||:||Laurel J. Anderson|
|Publisher||:||ProQuest - 2006|