Ten Years in the Human Anatomy and Physiology I Classroom: A Retrospective Analysis of Student Preparation, Engagement, Performance, and the Impact of COVID-19

Autor/in	Britson, Carol A.
Titel	Ten Years in the Human Anatomy and Physiology I Classroom: A Retrospective Analysis of Student Preparation, Engagement, Performance, and the Impact of COVID-19
Quelle	In: HAPS Educator, 26 (2022) 2, S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3792
Schlagwörter	Anatomy; Physiology; COVID-19; Pandemics; College Students; Distance Education; Learner Engagement; Active Learning; Laboratories; Computer Simulation; Curriculum Development; Educational Practices; Educational Change; Electronic Learning; College Entrance Examinations; Grade Point Average; High School Students; Tests; Scores; Mississippi; ACT Assessment + Suchen Sie Ihr Suchwort? Anatomie; Physiologie; Collegestudent; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Laboratory; Laboratorium; Computergrafik; Computersimulation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Bildungsreform; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Examination; Prüfung; Examen; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Reflections on the efficacy of pedagogical changes and practices and their effect on student performance are often hindered by incomplete data, small sample sizes, and the confounding variables of multiple instructors and teaching sites. Observations from such retrospective analyses, however, are highly sought after by instructors and administrators interested in what methods significantly enhance student learning and comparisons of student success across instructors and institutions. Compilation of student data from ten years of Human Anatomy and Physiology I at the University of Mississippi enabled statistical analyses of how changes in course design over ten years of instruction, including remote instruction during the COVID-19 pandemic, were associated with student engagement and performance in Human A&P I with a large data set (n=3305) from students taught by a single instructor. Univariate analysis of variance, bivariate correlation, and discriminant function analysis (DFA) tests revealed multiple significant differences over time. Specifically, the DFA indicated that 89.5% (Discriminant Function 1) of the variation in overall course performance (i.e., letter grade) is explained by student performance variables of exam average, lab practical average, lab quiz average, and the number of Supplemental Instruction (SI) sessions attended. For Discriminant Function 2, 8.1% of the variation is explained by student engagement variables of the number of missed lecture assignments, lab assignments, and online assignments. Institutionally, these results will be used to continue effective course practices, identify engagement strategies that enhance student motivation and reduce anxiety, and develop a performance dashboard that will both identify struggling students and coach students towards success in A&P. (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