Resource use and academic performance among First Year Psychology students.

Huon, Gail, Spehar, Branka, Adam, Paul and Rifkin, Will (2007) Resource use and academic performance among First Year Psychology students.. Higher Education, 53 1: 1-27. doi:10.1007/s10734-005-1727-6

Author Huon, Gail
Spehar, Branka
Adam, Paul
Rifkin, Will
Title Resource use and academic performance among First Year Psychology students.
Journal name Higher Education   Check publisher's open access policy
ISSN 1573-174X
Publication date 2007-01
Year available 2007
Sub-type Article (original research)
DOI 10.1007/s10734-005-1727-6
Open Access Status
Volume 53
Issue 1
Start page 1
End page 27
Total pages 27
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Language eng
Abstract Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources correlated against students’, performance on both individual assessments and their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language. The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning its impact on the efficiency and quality of learning.
Keyword Academic performance
Educational technology
Resource use
Q-Index Code CX
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: Sustainable Minerals Institute Publications
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Citation counts: TR Web of Science Citation Count  Cited 21 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 24 times in Scopus Article | Citations
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