Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities

Abstract

Skill in statistical analysis and interpretation are key areas of expertise for psychology majors seeking graduate school admittance and future employment. However, students can be reluctant to engage in their statistics course and may struggle to find success. One possible way to increase engagement and student learning is to teach in a way that taps multiple areas of cognitive ability through organizing instruction according to Robert Sternberg’s theory of triarchic intelligence. This approach to instruction has been shown to be successful in the author’s courses and resulted in a pattern of achievement on the psychology subtest of the Area Concentration Achievement Test (ACAT) that is above what would be predicted by the students’ general aptitude scores.

The Mediating Effects of IEAP on the Relationship Between General Cognitive Ability of Imamship and Masjid Performance in Lagos State, Nigeria

“…According to Riwajanti (2019), who hold emphasized as following: -"Funds can be utilized for empowerment activities/programs, useful for the ummah... however, is not easy because the takmir might have different backgrounds, have different understandings…these differences sometimes could also raise conflicts of thinking". (Riwajanti, 2019, p201 Miller (2019) have argued that the GCA is the depict same with intelligence variables that they are empirical evidence supports the importance and predict antecedent of leadership. This is also alternatively referred to as the lead intelligence or qualities in several studies.…”

To Test or Not to Test? The Graduate Record Examinations: Predictive Validity toward Graduate Study Success on Research Masters’ Programs in a Large European University

“…As for other dimensions of graduate study success, scientific research has not provided a conclusive answer. For example, the primary empirical studies find no predictive validity of the GRE toward degree completion [19,[28][29][30][31][32][33], with the most recent study pointing in the opposite direction and showing that scores on GRE-V and GRE-AW, but not GRE-Q, have a large effect in predicting persistence to a PhD degree versus dropout [34]. The metaanalyses, which correct for statistical artifacts of primary studies (e.g., the restriction of range of a predictor), also indicate a small but positive significant relationship between the GRE and degree completion [25,26,35].…”

Admissions to Graduate Studies: Selection Methods for Life and Natural Sciences Masters’ Programs at a European Research University

“…No relationship: Petersen et al, 2018;Sealy et al, 2019) Positive relationship: the higher the GRE scores, the longer the time Lorden et al, 2011) Negative relationship: the higher the GRE scores, the shorter the time (Frasier, 2013), also depending on the field of study (Miller, 2013) Graduate degree completion Lorden et al, 2011;Lott et al, 2009;Miller et al, 2019;Petersen et al, 2018) One study is an exception: GRE-V was found to be predictive for degree completion of both masters' and doctoral students, and GRE-Q was predictive only for degree completion of masters' students.…”

“…No relationship : Zimmermann et al, 2018 Graduate Record Examinations Subject (Physics) Faculty ratings Graduate degree completion (Miller et al, 2019) The study of Miller et al (2019) was heavily criticized for several issues in research design and statistical approach (Weissman, 2020), thus suggesting that the finding must be regarded with a lot of caution.…”

“…As for other dimensions of graduate study success, scientific research has not provided a conclusive answer. For example, the primary empirical studies find no predictive validity of the GRE toward degree completion Lorden et al, 2011;Lott et al, 2009;Miller et al, 2019;Petersen et al, 2018) and research productivity Sanford, 2009;Sealy et al, 2019). However, the meta-analyses, which correct for statistical artifacts of primary studies (e.g., the restriction of range of a predictor), indicate a small in size, but positive significant relationship between the GRE and degree completion and research productivity , 2010.…”