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Melanie A. Robinson Jean-François Soublière Marine Agogué Denis A. Grégoire Tuvana Rua Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. 相似文献
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We consider a framework in which the optimal admissions policy of a purely academic-quality oriented college implements preferential treatment in favor of the student from the deprived socioeconomic background which maximizes the competition between candidates. We find that the exact form of the preferential treatment admissions policy matters for student incentives and hence for student-body diversity in equilibrium. Preferential treatment policy in college admissions often takes, or is perceived to take, an additive form where the score of the applicant from the deprived background is augmented by a fixed number of points. Such a preferential treatment policy fails to incentivize students from the deprived background. Despite the affirmative action, the level of preferential treatment that achieves academic excellence leaves student-body diversity unchanged compared with a background-blind admissions policy and leads to a higher intergroup score gap. 相似文献
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M. Gail Jones Laura Brader‐Araje Lisa Wilson Carboni Glenda Carter Melissa J. Rua Eric Banilower Holly Hatch 《科学教学研究杂志》2000,37(8):760-783
In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000 相似文献
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