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1.
The student performance of 152 College of Environmental Design students from 10 courses were analyzed for possible correlation between the final score, class attendance and the homework assignments. It is widely believed that student performance in a course is strongly related to attendance level. However, the results of this study showed a much stronger correlation between the final score and the homework performance in a given course than between the final score and the attendance level. This demonstrates that we ought to consider placing a much heavier weight on homework and assignment as a percentage of the final score, as well as load of assignments, than we currently do. We may also consider relaxing some of our stronger policies on attendance.  相似文献   

2.
We study the effect of providing students with information on the returns to study effort in a large introductory microeconomics course. To do so, we use historical time-use data from the course’s online homework module to estimate the association between study time and course performance. We measure the impact of providing students this information on subsequent study effort, class attendance, homework scores, and exam performance using a randomized research design. Results show that the information contained in our intervention increased time spent studying by approximately 7% throughout the entire course, though this effect is imprecisely measured. However, when examining shorter-run outcomes (prior to the next exam) we find larger and more precisely estimated treatment effects on time spent on homeworks (12%) and homework scores (14% of a standard deviation). Treatment effects on longer run outcomes in the course are negligible. We additionally estimate large, but somewhat imprecise, average treatment effects on class attendance and small positive and insignificant average treatment effects on exam performance throughout the course.  相似文献   

3.
This research investigates the effectiveness of an early academic intervention in Principles of Economics courses at a large public university. After the end of the fourth week of classes, students who fell below a 70% threshold on a performance measure, or had an attendance rate below 75%, were referred to the university's Student Success Center for additional academic support. A referral consisted of students being informed of their status and being given optional assistance in course specific skills through tutoring, as well as training in general skills like time management and study skills. Using a regression discontinuity framework at the referral threshold, we find that the performance intervention improved student scores on common questions on the final exam by 6.5 to 7.5 percentage points for students at or near the performance threshold. The gains are particularly large for students who entered college with below average math placement scores. These results indicate that low-cost light-touch interventions may significantly affect student academic performance.  相似文献   

4.
Should universities require students to attend? Academics disagree. One side in the discussion of university attendance policies has tried to dismiss any association between attendance and student performance, insisting that students have a fundamental right to choose what and when to attend. By merging student record data and course attendance data for three cohorts of final year undergraduate students at a London‐based university, we are able to isolate attendance effects for 674 students, giving us a large sample, without the inherent weaknesses of more traditional survey methods. We provide fresh empirical evidence for the positive association between attendance and exam performance, and argue for a more balanced view in the attendance policy discussion. Politicians and Higher Education policies are increasingly focused on employability, student retention and completion indicators. Carefully crafted attendance policies can have positive effects on pass and completion rates, primary policy targets of Higher Education funders and policymakers. Attendance effects therefore cannot simply be ignored.  相似文献   

5.
This research examines the effect of two testing strategies on academic achievement and summative evaluations in an introductory statistics course. In 2001, 63 students underwent an hourly midterm format; and in 2002, 68 students underwent a bi-weekly exam format. Other than the exam format, the class lectures and labs were identical in terms of content, structure, pace, and the cumulative final exam. Findings from the regression analyses show that students in the bi-weekly format performed better than the students in the hourly midterm format. On average, students who took the bi-weekly exams performed about 10 percentage points higher (one letter grade) on the exams during the semester and about 15 percentage points higher on the cumulative final exam compared to their peers who took hourly midterms. The benefits of the bi-weekly format were significantly greater among female students than male students. Finally, students in the bi-weekly format were less likely to drop the class and evaluated the class far more favorably. Carrie B. Myers is an Assistant Professor of Adult and Higher Education at Montana State University. She received her Ph.D. in Higher Education Administration from Washington State University. Her research focuses on student and faculty development and assessment and evaluation. Scott M. Myers is an Associate Professor of Sociology at Montana State University. His areas of research are family demography and education. He received a Ph.D. in Sociology and a Ph.D. in Demography from the Pennsylvania State University.  相似文献   

6.
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool.  相似文献   

7.
In this paper the relationship between attendance and attainment in a standard calculus course is investigated. Calculus could in principle be studied without attending lectures due to the wealth of material available (in hardcopy and online). However, in this study we will show that the pass rate of students attending classes regularly (>75% of the classes) is much higher than the pass rate of students attending fewer classes. We use a logistic model to investigate whether this correlation is significant. We will argue why we believe that this correlation between attendance and attainment is causal, i.e. why it is necessary for most students to attend classes in order to (improve their chances to) pass the exam.  相似文献   

8.
Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.  相似文献   

9.
There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.  相似文献   

10.
The University of California at Davis School of Medicine offers a prematriculation program to nontraditional students. As part of the program, students take a 7‐day course on the gross anatomy of the upper limb that concludes with a written examination and a practical examination based on prosections. Here, the performance of students who took the course from 2002 to 2004 (n = 48) is compared with their performance in the medical gross anatomy course as well as their performance on Step 1 of the United States Medical Licensing Examination (USMLE). Both rank in the prematriculation program's anatomy course and the score on the examination were correlated (significant at the 0.01 level) with performance on the medical gross anatomy midterm and final examinations, the overall final grade, and class rank. Performance in the prematriculation anatomy course was also correlated with the score on Step 1 of the USMLE (rank significant at the 0.02 level; examination score, significant at the 0.05 level). Students who took the prematriculation course who eventually withdrew, were dismissed for academic reasons, or who failed the first attempt at the Step 1 of the licensing exam (n = 5) had a significantly lower score (77.6 ± 11.1; P < 0.05) on the prematriculation examination than did successful prematriculation students (86.2 ± 7.9). Thus, a gross anatomy examination following a short prematriculation course can be a predictor not only of medical student performance in anatomy, but also of performance on a standardized licensing examination. Anat Sci Ed 1:224–227, 2008. © 2008 American Association of Anatomists.  相似文献   

11.
The impact of practice tests on students' calibration and exam performance for multiple-choice and essay items was investigated. The participants were 59 graduate students enrolled in 1 of 2 sections (practice tests and no practice tests) of an introductory research methods in education course. Practice tests were associated with significantly lower scores on the midterm multiple-choice items and less accurate predictions and postdictions on those items. High-achieving students were more accurate in their calibrations than low-achieving students. Among low-achieving students, prediction and postdiction accuracy was significantly higher for essay than for multiple-choice items. In open-ended responses, a large percentage of students who took the practice tests indicated that they were a beneficial review strategy.  相似文献   

12.
Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One contributor to overconfidence may be that students did not have enough experience, and another is that students may under-use their knowledge of prior exam performance to predict performance on their upcoming exams. To evaluate the former, we examined student prediction accuracy across 13 exams in an introductory course on educational psychology. For the latter, we computed measures that estimate the extent to which students use the prior exam score when predicting performance and whether students should use the prior exam scores. Several outcomes are noteworthy. First, students were overconfident, and contrary to expectations, this overconfidence did not decline across exams. Second, students’ prior exam scores were not related to subsequent predictions, even though prior exam performance showed little bias with respect to predicting future performance. Thus, students appear to under-use prior performance despite its utility for improving prediction accuracy about future exam performance.  相似文献   

13.
This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.  相似文献   

14.
The authors have developed a first-year fluids course for a class of around 230 aerospace, civil and mechanical engineering students. This paper aims to show how the teaching and assessment methodology was applied to the challenge of a large class. The lectures featured formal teaching interspersed with active learning elements. Smaller group (about 25–30 students) tutorial classes involved student practice. A 10-minute test occurred in each tutorial during weeks 3–11. Each test was based on the previous week's lecture material and the marks contributed towards 20% of the course mark. A condition for passing the course was that a student must pass at least six of the nine tests. The assessment promoted student involvement with the course – tutorial attendance was greater and more uniform than previously and exam performance improved significantly. Students recognised that the assessment system was useful in encouraging continuous learning over the semester and building confidence.  相似文献   

15.
Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities.  相似文献   

16.
This article examines the predictive value of the cognitive variables of developmental level, mental capacity, cognitive style, short-term storage space, and numerical inductive reasoning for student achievement in college science. Achievement was analyzed for each of the categories of pure recall, computational, complex items, and total score of a midterm exam as well as for the composite score on a final exam. The sample for this study consisted of a class of 32 nonscience majors enrolled in Physical Science I at the University of Southern Mississippi. The results showed that developmental level was the single best predictor of achievement. Short-term storage space and mental capacity were significant predictors of achievement for computational and complex items, but, as expected from theoretical considerations, not for pure recall items. The degree of field dependence did not well predict performance on pure recall or computational items. The results also indicate that mental capacity and field dependence do not contribute significantly to the variance if developmental level is held constant. The pattern of the predictive power of numerical inductive reasoning parallels, in magnitude, that of mental capacity. The results of this study and its implications indicate that the construct of short-term storage space has great potential to guide classroom practice and the development of instructional materials. A strategy is outlined that would guide curriculum planners and classroom teachers in the development of materials which would allow students to develop complex problem-solving behaviors.  相似文献   

17.
张芮 《高教论坛》2014,(2):59-62
应用相关分析和回归分析方法,开展了公选课教学效果(学生成绩)与学生旷课、请假、迟到次数及专业相关度的定量分析研究。结果表明,学生成绩与旷课次数呈极显著的负相关线性关系,回归模型为Y=A-Bx1(Y为考试成绩,x1为旷课次数);学生成绩与专业相关度之间不存在显著的正相关关系,年级之间学生的到课率、成绩差别较大。  相似文献   

18.
The hypothesis that it is unwise to change answers to multiple choice questions was tested using the technique of multiple regression analysis. The net number of correct answers as a result of changing responses was regressed against final grade in the course, numeric score on the exam, percent of total answers changed for all questions and for analytical questions, sex of the student, and scope of the exam.
The results show that there are gains to be made by changing responses. The variables which proved to be significant indicated that students who did well on the test changed a large percentage of answers, and that those who were taking a final exam tended to gain more. Final grades, sex of the student, and analytical questions had no significant impact on gains from changing responses. On the basis of the results gathered, the authors reject the hypothesis that changing responses is unwise.  相似文献   

19.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender.  相似文献   

20.
The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject’s final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them.  相似文献   

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