An Individual Differences Model for the Design of Courses in General Psychology
Psychology, course, education, individual, curriculum
Curriculum and Instruction | Education | Psychology | Social and Behavioral Sciences
An individual differences task-first approach was employed to determine if there exists a consistent set of underlying task factors related to educational objectives in a general psychology course taught at the University of Redlands. The basic methodological framework for this study is Forsyth's individual differences paradigm for the design of courses. The individual differences paradigm is one suggested by Tucker and Messick and uses the hierarchial grouping analysis suggested by Ward. This approach to the determination of process-related task factors in a general psychology course consists of (1) selecting educational objectives pertinent to general psychology, (2) selecting representative content areas in general psychology, (3) selecting or writing evaluation items to represent all cells of a matrix formed by crossing the content areas with the classes or educational objectives, (4) reducing this matrix to the fewest number of independent process-related task factors that emerge, (5) characterizing and describing the resultant process-related task factors, and (6) searching for person variables which differentially characterize the different homogeneous sub-groups.
Department 1 Awarding Honors Status
Splane, S. I. (1977). An Individual Differences Model for the Design of Courses in General Psychology (Undergraduate honors thesis, University of Redlands). Retrieved from https://inspire.redlands.edu/cas_honors/377
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