Undergraduate abnormal psychology students who completed a comic-book character diagnostic assignment scored significantly higher on a pop quiz than lecture-only students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Students who completed a diagnostic evaluation of a comic book character performed significantly better on an abnormal psychology pop quiz than students receiving lecture-style instruction exclusively, with a large effect size (d=1.21). → Rahman 2014

Evidence¶

Rahman 2014¶

Rahman, R. O. & Zeglin, R. J. (2014). Holy psychopathology Batman: The pedagogical use of comic books in the teaching of abnormal psychology. Psychology Teaching Review, 20(1). https://www.bps.org.uk/journals/psychology-teaching-review

q2 · i3 · causal · r1

Quasi-experimental pilot comparing two course sections: an experimental section (N=29) that completed the comic-book assignment and a control section (N=15) with lecture only. Pop quiz means were M=7.41 (SD=2.74) versus M=4.00 (SD=2.90); the t-test showed "such a difference betw een the groups".

"The analysis revealed such a difference betw een the groups, t(42)=3.84, p<.001. A n effect size was calcu lated ( d=1.21) and represented a large effect (C ohen, 1988)."

Discussion¶

Related Claims¶

• Prior constructivist-inspired abnormal psychology assignments (mock client interviews, famous-person diagnoses, novels, historical figures, song lyrics) were reported favourably by students — related