Interdisciplinary Connections and Academic Performance in Psychology - English Learning Communities
Document Type
Article
Publication Date
1-1-2014
Abstract
We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings that related to the social psychology unit, and by requiring students to produce interdisciplinary group podcasts. In the other (unconnected LC), there were no interdisciplinary connections. Students in the connected LC had higher mean test scores in psychology than both students in unconnected LCs and those in standard classes. Our results suggest that students perform better on psychology tests when efforts are made to consolidate information through interdisciplinary links in an LC.
DOI
10.1177/0098628313514179
MSU Digital Commons Citation
Grose-Fifer, Jillian; Helmer, Kimberly A.; and Zottoli, Tina, "Interdisciplinary Connections and Academic Performance in Psychology - English Learning Communities" (2014). Department of Psychology Faculty Scholarship and Creative Works. 292.
https://digitalcommons.montclair.edu/psychology-facpubs/292