Pre-Class Coming Attractions: Interest and Program Awareness in the Classroom

By Nadler, Joel T.; Clark, M. H. | Journal of Instructional Psychology, December 2010 | Go to article overview

Pre-Class Coming Attractions: Interest and Program Awareness in the Classroom


Nadler, Joel T., Clark, M. H., Journal of Instructional Psychology


Slides similar to "Coming Attractions" shown in cinemas were displayed prior to classes at a mid-western university over three semesters. More than 140 PowerPoint slides, featuring humor, psychology content, and department/faculty information were presented immediately prior to undergraduate psychology class lectures. The primary goals were to increase interest in the class and knowledge of the department and its faculty. Questionnaires and pre- and posttests were used to assess how the pre-class slides affected students' class enjoyment and departmental and faculty awareness. Students reported that the slides were, in general, a positive addition to the classes. Statistical tests indicated that the slides increased students' familiarity with the psychology faculty, which may help integrate students into the psychology department.

**********

For new college students, institutional integration often starts in the class room (Booker, 2008). Institutional integration refers to students feeling that they are a part of their university and that they have good relationships with fellow students and faculty (Tinto, 1993). Effective classroom experiences and increased institutional integration are linked to higher attendance, retention, and performance (Borden & Evenbeck, 2007; Pascarella, Seifert, & Whitt, 2008). Classes need to focus on providing excellent student experiences and assist in institutional integration in addition to teaching content material. Students who have integrated into their institutions well tend to have better attendance, persistence and graduation rates (Borden & Evenbeck, 2007; Strage, 1999; Tinto, 2007).

Pascarella and Terenzini (1980) suggested familiarity with faculty resulted in stronger institutional integration. Likewise, incorporating humor into lectures can increase engagement and positive responses from students (Epting, Zinn, Buskist, & Buskist, 2004). Given that increased classroom attendance is related to improved performance and retention (Borden & Evenbeck, 2007; Clump, Bauer, & Whiteleather, 2003; Hudson, 2005; Pascarella, Seifert, & Whitt, 2008), it is important that students are motivated to attend.

In an effort to increase students' engagement, interest, departmental knowledge, and attendance, a series of pre-class slides were shown to multiple classes over three semesters. The intervention was modeled after movie trailers commonly shown prior to feature presentations in movie theaters. The primary goals of the intervention were to: (1) improve overall satisfaction with the course, (2) improve awareness of the psychology department and its faculty, and (3) to indirectly increase attendance. Although initially viewed as a "fun" addition to a class, the pre-class slides also served as a creative medium for informing students about the department and its faculty.

Method

Participants

A total of 153 undergraduate psychology students from a mid-western university participated in four studies of the pre-class slides, see Table 1. The first study used 48 students from a 2007 Fall semester course. The second study used 76 students from two consecutive semesters, Fall 2007 and Spring 2008. The third study used 85 students from two sections of the same course in Spring 2008, in which one class (n = 48) was shown the pre-class slides class and the other was not (n = 37). The fourth study used 20 students from a 2008 Summer semester course.

Materials

The first author constructed a series of 140 PowerPoint pre-class sides that featured information and humor about psychology and the university's psychology department. The pre-class slides were formatted to look like "coming attraction" trailer slides shown prior to featured movies in theaters. Slides covered four broad categories: mini-biographies of faculty, psychology departmental and university information, psychological content information, and psychological humor. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Pre-Class Coming Attractions: Interest and Program Awareness in the Classroom
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.