Introduction to Psychology

  • Session 8 Relevance & Connections Active
  • Session 7 Inclusion & Access Active
  • Session 6 Engagement & Participation Active
  • Session 5 Readiness & Challenge Active
  • Session 4 Relevance & Connections Active
  • Session 3 Inclusion & Access Active
  • Session 2 Engagement & Participation Active
  • Session 1 Readiness & Challenge Active

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Introduction to Psychology

Session 2 DEMO

14 student responses

Learning & Understanding What do students find clear or confusing?

Do you generally agree or disagree with the following statement?

“A classmate helped me understand something better in today’s class.”

  • I generally disagree — 21.4%
  • I generally agree — 71.4%
  • We didn't interact with classmates — 7.1%
14 responses

Summary insights

  • Classmates helped several students interpret individual points and overall graph patterns. One learned “each dot was a person, not a whole class”; others distinguished the trend from exceptions.
  • Students gave contrasting accounts of what makes the sleep study observational. One noted “We didn't tell them how long to sleep”; another wondered whether recording sleep changes it enough to constitute an experiment.
  • One student described a classmate interpreting the sleep-and-grades pattern as causal. They reported learning that sleep “was causing the higher grades for most of the students.”

What, if anything, remains unclear about today’s material?

  • How much of a pattern there has to be before we say the two things are related.
  • I'm still unsure if asking people to record their sleep changes it enough to make this an experiment.
2 responses • Follow-up to “I generally disagree”

What’s one thing a classmate helped you understand better in class today?

  • Recording someone's usual sleep is observing them. We didn't tell them how long to sleep.
  • My partner pointed out that each dot was a person, not a whole class. The graph made more sense after that.
  • She explained that a trend doesn't mean every person with more sleep had a higher grade.
  • That the average pattern can still be there even with a few dots going the other way.
  • He explained that the pattern means sleep was causing the higher grades for most of the students.
  • A classmate showed me how to read one point using both axes.
  • My group helped me separate the question the researchers asked from the things they actually measured.
7 responses • Follow-up to “I generally agree”

How would you check your understanding of an idea from today’s class?

  • I'd explain the graph to someone and ask them to check my explanation. I missed the partner part today.
1 response • Follow-up to “We didn't interact with classmates”

Engagement & Participation Do students understand how evidence and examples were used?

In your view, did today’s class include too many, too few, or just enough examples to help you understand the material?

  • I could have used more — 28.6%
  • Just enough for me — 57.1%
  • Fewer would have been enough — 14.3%
  • We didn’t use examples — 0%
14 responses

Summary insights

  • Students found the sleep examples useful for interpreting data and variation. One highlighted people outside the overall pattern; another noticed “two dots with the same sleep hours but different grades.”
  • Students wanting more examples sought help interpreting patterns and drawing conclusions. One could recognize the trend but requested an example with “no relationship”; another wanted help deciding what the pattern justified.
  • Two students felt ready to move on before the examples ended. One understood after the first few points; another found the table and scatterplot helpful but was “ready to try a new question” before the walkthrough ended.

Where, if anywhere, would an example have helped you understand today’s material?

  • An example with no relationship. I could see the upward pattern but wasn't sure what no pattern looks like.
  • When we switched from describing the pattern to deciding what we could conclude from it.
  • One example of how they would measure something less straightforward than hours of sleep, like stress.
3 responses • Follow-up to “I could have used more” or “We didn’t use examples”

What data, example, or other evidence from today’s class did you find most helpful or illuminating?

  • Comparing the study description with the actual graph. I could see what information the researchers collected.
  • The two dots with the same sleep hours but different grades.
  • Putting the same information into a table and then a graph helped me see the pattern.
  • The made-up sleep diaries helped me understand where the numbers on the graph came from.
  • The sleep graph.
  • The sleep-hours and grades graph, especially the people who didn't fit the overall pattern.
6 responses • Follow-up to “Just enough for me”

How did the examples or evidence used in today’s class compare with what you needed to understand the material?

  • I understood the graph after the first few points. Going through more of the same points didn't add much for me.
  • The table and scatterplot helped, but I was ready to try a new question before we finished the last walkthrough.
2 responses • Follow-up to “Fewer would have been enough”
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