The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology

Abstract

Background Research suggests improved retention for difficult concepts when courses incorporate retrieval practice with immediate feedback. Objective This study assessed the utility of targeted feedback during learning on final exam performance for Introduction to Psychology’s difficult concepts. Method Students in Introduction to Psychology ( N = 648) used either an interactive control e-textbook ( n = 369) or a treatment interactive e-textbook ( n =279) with difficult concept remediation. Three raters identified 28 out of 77 questions on a cumulative final exam as targeting those difficult concepts. Chi-square differences for those items were calculated. We hypothesized that the students who received the additional support during the learning process would perform better on these questions on the final exam. Results Students in the treatment condition scored higher on 13 out of the 28 questions, with small to moderate effect sizes. Conclusion The results indicate that targeted feedback and remediation in texts may lead to improved accuracy for traditionally difficult concepts in Introduction to Psychology. Teaching implications Textbooks targeting difficult concepts with feedback and remediation may improve student learning in a course. Instructors with less time and resources to provide differential instruction may benefit from materials that can provide this to their students.