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PSYC 145: Social Psychology

retrieval-based, metacognitive, experiential

Reflection on Instructional Change using Evidence-Based Lecture Alternatives:

This semester, I implemented three evidence-based learning strategies in my face-to-face PSYC 145: Social Psychology course to enhance student engagement, retention, and understanding.

Testing as a Learning Tool
I replaced traditional discussion-based reviews with low-stakes, fill-in-the-blank practice quizzes designed to leverage the testing effect and promote long-term retention. These quizzes were spaced throughout the semester and included interleaving to help students distinguish and apply concepts flexibly. Each quiz also featured confidence-based responses, encouraging students to reflect on their understanding and build metacognitive skills.
“Watch One, Do One, Teach One” Approach
Students first observed key concepts through demonstrations or examples, then practiced applying them, and finally explained them to peers. This active learning model supported deeper processing and reinforced mastery through teaching.
Gap Effects in Lecturing
I restructured my mini-lectures to include 30-second pauses after introducing new concepts. During these pauses, students were prompted to connect the material to their own lives, enhancing cognitive processing and personal relevance.

Student Responses and Impact
Students responded positively to the changes, particularly enjoying the quizzes and peer-teaching activities. Statistical analyses showed that students were significantly more likely to correctly answer exam questions on concepts that had been reinforced through the practice quizzes, t = 3.01, p = .002, d = .30. See the figure below.

STEM Learning Outcomes
This project helped students succeed in STEM by making empirical research easier to understand and encouraging critical thinking. Using strategies like active engagement, reflection, and practice-based learning, students improved their comprehension and analytical skills. These approaches created a learning environment that supports scientific literacy and flexible thinking, essential for fields like psychology and other STEM disciplines.

**Evidence of Instructional Change**
Example #1	Example #2

This figure compares exam performance on concepts that were previously reinforced through fill-in-the-blank practice quizzes versus those that were not. While the practice quizzes and exam used different questions, the underlying concepts were the same. Students showed significantly better performance on exam items related to quizzed concepts, highlighting the effectiveness of retrieval-based learning.	This slide shows how I embedded visual timer cues into my lecture notes to remind myself when to pause for reflection. These built-in prompts helped to ensure I consistently used the Gap Effect, encouraging students to connect new concepts to their own experiences for deeper understanding.

Changes in Course:

Pre FLC Example 1

Sample Multiple-Choice Practice Quiz

This low-stakes quiz offered students an opportunity to review foundational theories and terms in social psychology through multiple-choice questions. While this format provides efficient feedback and reinforces recognition of key ideas, it offers limited support for recall-based learning and may not fully assess deeper conceptual understanding.

Pre FLC Example 2

Sample Learning Activity

In this activity, students apply psychological concepts of intrinsic and extrinsic motivation, as well as the over-justification effect, to analyze the writing career of author John Steinbeck and reflect on their own motivational experiences.

Post FLC Example 1

Sample Fill-in-the Blank Practice Quiz

This low-stakes quiz provides students with retrieval practice on foundational theories and concepts in social psychology. Each item requires students to recall—rather than recognize—core concepts, supporting long-term retention and deeper understanding.

Post FLC Example 2

Sample Watch One, Do One, Teach One Learning Activity

In this activity, students watch a tutorial on cognitive dissonance, apply the concept to a personal experience of post-decisional dissonance, and then teach it to a peer using a self-created slide. This process reinforces understanding through observation, application, and explanation.

**Faculty Bio**
Faculty Picture	Lisa Harrison, Ph.D. Professor of Social Psychology University of California, Sacramento
	Dr. Lisa Harrison is a Professor of Social Psychology at the University of California, Sacramento. She earned her Ph.D. in Social and Personality Psychology from the University of Nebraska–Lincoln. Her research focuses on how social-cognitive and motivational processes contribute to implicit bias, with recent work examining implicit weight bias and the social psychology of food, cooking, and eating. She has also published empirical research on explicit and implicit attitudes toward individuals who challenge traditional gender roles. Dr. Harrison regularly teaches courses on social psychology, motivation science, and the psychology of women. She is an active member of several professional organizations, including the Society for Personality and Social Psychology, the Society for the Psychology of Women, and the Society for the Psychological Study of Social Issues.

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.