Improving Learning through Interventions of Student-Generated Questions and Concept Maps

Abstract

Using the principles of the scholarship of teaching and learning, we evaluated 2 learning strategies to determine if they could improve student exam performance in general psychology. After the second of 3 exams, we gave students the option of participating in a specific learning activity and assessed its impact using the third exam. In Study 1, participating students generated a minimum of 3 questions per week over course material. Lower performing students who participated improved their exam performance such that they were indistinguishable from stronger students who did not participate. In Study 2, students had the option of generating concept maps over course material. Generating concept maps significantly improved performance.