Abstract
My study compared differences in examination scores, students' statements of interest, and perceptions of course difficulty as a function of course topic order. Two sections of introductory psychology were taught by the same instructor in the same room using the same textbook at adjacent class hours. The two classes studied the course topics in an order radically different from each other. Analyses revealed no difference between the groups' mean final examination scores, and failed to detect any relationship between the two topic orders and either student interest or perception of course difficulty. It was concluded that topic order had no effect on either achievement or students' interest and perception of difficulty.
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