Measuring Student Affect and Learning Outcomes in a General Education Biology Course for Non-Majors: The Implications of Progress Monitoring Information, Active Learning Using Cell Phones, Reformed Teaching, and Learning Outcome Assessment

Autor/in	Curtis, Anthony
Titel	Measuring Student Affect and Learning Outcomes in a General Education Biology Course for Non-Majors: The Implications of Progress Monitoring Information, Active Learning Using Cell Phones, Reformed Teaching, and Learning Outcome Assessment
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 37 (2018) 4, S.293-308 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Outcomes of Education; College Students; General Education; Biology; Nonmajors; Progress Monitoring; Active Learning; Handheld Devices; Telecommunications; Observation; Student Centered Learning; Audience Response Systems; Student Evaluation of Teacher Performance; Science Curriculum; Curriculum Development; Educational Change; Educational Practices + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Collegestudent; Allgemein bildendes Schulwesen; Allgemeinbildung; Biologie; Aktives Lernen; Telekommunikationstechnik; Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungspraxis
Abstract	Student affect was measured and compared with their overall learning outcome scores. There was a significant difference among the student affect scores (F = 4.52; df = 3, 444; p < 0.01). Among the affect items measured, only Progress Monitoring Information was significantly regressed on overall learning outcome scores (F = 5.45; df = 1, 103; p = 0.02). Active learning during class where students participated using their cell phones, and other wifi capable devices, was regressed on their overall performance (F = 17.4; df = 1, 120; p < 0.01). The Reformed Teaching Observation Protocol (RTOP) was applied in a novel way by allowing students to score their experience, and there was a significant difference in the overall RTOP score between these two instructors' sections (F 1= 23.58; df = 1, 157; p < 0.01). However, student learning outcome performance for these instructors was not significantly different. The RTOP items that measured the degree to which students had control in the course were significantly lower than the other RTOP items measured for instructors A and B, (F = 7.09; df = 24, 2650; p < 0.01) and (F = 5.08; df = 24, 1425; p < 0.01), respectively. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01