International Journal of Education and Social Science (IJESS)

In this experiment learning was assessed for 257 undergraduates in four sections of World Regional Geography using a pre-test posttest method. Content knowledge, critical thinking, and spatial cognition were measured as dependent variables. A variety of possible Independent variables were examined in the study. Data were analyzed with stepwise regression and ANOVA. Results indicate that the most important determinants of student learning are motivation and ability. There were some differences by sex, age and transfer status. Overall, those who were more motivated (higher GPA) or had greater ability (ACT) did better on the pretest and posttests, demonstrated higher critical thinking, and experienced the highest learning outcomes in the course.