Applying the Performance Pyramid Model in STEM Education

Autor/inn/en	Li, Qingxia; Gross, Thomas J.; McCarroll, Patricia
Titel	Applying the Performance Pyramid Model in STEM Education
Quelle	In: Journal of STEM Education: Innovations and Research, 22 (2021) 1, S.25-33 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Models; STEM Education; Communities of Practice; Student Attitudes; Science Achievement; Mathematics Achievement; Student Evaluation; College Students; African American Students; Student Motivation; Self Efficacy + Suchen Sie Ihr Suchwort? Analogiemodell; STEM; Community; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulische Motivation; Self-efficacy; Selbstwirksamkeit
Abstract	The purpose of this paper was to give a demonstration of the primary materials and methods we used in learning communities (LCs) for biology students. The LCs were based on the performance pyramid theoretical structure. The objectives were to show the pedagogical links biological and mathematical concepts through cocurricular projects; assess students' perceptions of the performance pyramid model, and demonstrate a method for assessing LC efficacy directly related to General Biology I and College Algebra course content. Forty-eight students were recruited into the LCs with 39 students completing the LCs. The participants completed co-curricular projects that linked biology and mathematics course content with guidance from a peer leader. The LC participants completed the Augmented Student Support Needs Scale (SSNS-A) to assess perceptions of performance pyramid elements, as well as separate biology and mathematics quizzes related to their General Biology I and College Algebra courses, respectively. It was found that all co-curricular projects had biology and mathematics learning objective and outcomes. The SSNS-A had adequate internal consistency for appraising multiple aspects of the performance pyramid in general. However, some aspects and student responses might need more clarification. The quizzes had adequate internal consistency and LC students had large gains in biology (d = 1.88) and mathematics (d = 2.62) knowledge and skills from the beginning to end of their General Biology I and College Algebra courses. Promising aspects and limitations the LC activities and assessments are discussed. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01