Abstract
This study aimed to determine whether taking a chronological approach (CA) or topical approach (TA) to teaching developmental psychology resulted in different learning outcomes. Across two semesters, in four classes, 354 students participated (M age = 19.76, SD age = 2.93 years), 66% identifying as female. One instructor taught one course type across the two semesters. Identical information about Piaget’s theory was presented in each condition. Around 5 weeks after instruction, concept checks were administered to measure understanding. Exam performance was also compared across courses, as were instructor evaluations. The data suggest that CA-instructed students may be better able to comprehend more difficult concepts. This is informative for instructors with the option of presenting information in contrasting ways and may inform textbook choices.
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