Implementing an Instructional Model to Enhance Student Responsibility in College Classrooms
Abstract
The authors implemented an instructional model designed to promote responsibility among college students (N = 197) enrolled in eight sections of an Introduction to Psychology course. On the first day of class, one of four presentation conditions was introduced in two sections each of the course: control (no model introduced), verbal presentation only, combined verbal and visual presentation, and verbal and visual presentation coupled with students' self-monitoring in journal entries. Outcomes of interest included both traditional and nontraditional indicators of achievement. Significantly higher test scores and fewer disruptive behaviors were evident in the self-monitoring condition; other outcomes, such as model-recall accuracy, although not significant, were in the predicted direction. The authors discuss the model's potential as an aid to enhancing educational goals.
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