Helping Students Learn to Learn by Using a Checklist, Modified Rubrics, and E-Mail
Abstract
The author explores the impact of a checklist, modified rubrics, and electronic mail (e-mail) on the achievement and attitude of 306 students enrolled in five sections of an introductory psychology course. T-tests revealed a significant improvement on students' grades for the first project, first exam, and end-of-term course evaluation scores when these three tools were used compared to when they were not used. Quantitative and qualitative data support the use of e-mail as a way to increase student motivation and involvement in the course.
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