Performance and Attitudinal Effects of the Keller Method in an Introductory Psychology Course

Abstract

The effects of the Keller method on student performance and course attitudes were compared to those produced by a traditional method involving frequent lectures and occasional examinations. The former enhanced final examination performance and course ratings. Further analysis revealed that the performance effects were due primarily to better performance by the Keller-taught group on examination items which required recall and application of concepts and principles, thus indicating that the Keller method can facilitate relatively complex learning outcomes. Finally, a significant correlation between final examination performance and SAT scores was found for both groups. This finding suggests that processes taking place after learning has occurred may be determinants of individual differences in retention and utilization of learned information.