The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses

Autor/inn/en	Bell, Kathy; Gerrits, Ron; Hood, Suzanne
Titel	The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses
Quelle	In: HAPS Educator, 25 (2021) 3, S.24-35 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3806
Schlagwörter	Community Colleges; Two Year College Students; Cooperative Learning; Anxiety; Physiology; Anatomy; Active Learning; Science Tests; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Community college; Community College; Kooperatives Lernen; Angst; Physiologie; Anatomie; Aktives Lernen; Notenspiegel
Abstract	Community college students come from a variety of backgrounds and have different levels of educational preparedness compared to undergraduates in 4-year undergraduate schools. Historically, retention rates of these students in human physiology courses have been low, often due to non-passing grades. Incorporation of additional active learning techniques has the potential to benefit learning in this group, which might ultimately benefit retention. However, active learning activities need to be incorporated in a thoughtful manner, because some activities can increase anxiety in students, resulting in unintended consequences such as student withdrawal from such activities. This study introduced cooperative quizzes into community college human physiology classes to determine if they improved student exam performance and reduced student anxiety. The cooperative quizzes were intended to be given in face-to-face classes but were adapted for synchronous broadcast classes using Zoom due to the COVID-19 pandemic. In the sample of students studied, cooperative quizzes did not have a significant impact on exam grades. However, several students reported a preference for the cooperative quizzes over traditional quizzes. In addition, the intervention did not increase the reported anxiety scores among students, which adds support for the use of cooperative quizzes as an active learning strategy in STEM classes. (As Provided).
Anmerkungen	Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01