Student teams and comparison among equals: Effects on academic performance and student attitudes.

1978 ◽  
Vol 70 (4) ◽  
pp. 532-538 ◽  
Author(s):  
Robert E. Slavin
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Student Teams

Student attitudes and their academic performance: is there any relationship?

2004 ◽  
Vol 26 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Merilyn J. Liddell ◽  
Sandra K. Davidson
Keyword(s):  
Academic Performance ◽  
Student Attitudes

scholarly journals Strategies to Promote Effective Student Research Teams in Undergraduate Biology Labs

2020 ◽  
Vol 82 (1) ◽  
pp. 18-27
Author(s):  
Kendra Spence Cheruvelil ◽  
Angela De Palma-Dow ◽  
Karl A. Smith
Keyword(s):  
Student Satisfaction ◽  
Student Attitudes ◽  
Idea Generation ◽  
Research Teams ◽  
Effective Teams ◽  
Team Culture ◽  
Team Assessment ◽  
Student Teams ◽  
Communication Conflict ◽  
Team Functioning

Biology labs often make use of student teams. However, some students resist working in teams, often based on poor experiences. Although instructors sometimes struggle with student teams, effective teams in biology labs are achievable. We increased student learning and satisfaction when working in research teams by (1) including in the syllabus a teamwork learning objective “to practice effective teamwork and team management, including modeling behaviors of inclusion and ethics, and using leadership skills to foster problem solving, team communication, conflict management, consensus building, and idea generation”; and (2) designing and implementing exercises that teach students the value of working in a team and how to be part of an effective student team (e.g., developing shared expectations, creating norms of behavior and team culture, and building awareness of the importance of team conflict and likely student responses to such conflict). We also used individual and team reflections on team functioning, following formal online team assessment. This article presents details about our curricular innovations as well as pretest and posttest data demonstrating student attitudes and beliefs regarding teamwork. We experienced improved student satisfaction and success in introductory biology lab courses, as well as reduced instructor guesswork and stress regarding student teams.

A Comparison of Student- and Instructor-Paced Formats in the Introductory Psychology Course

1981 ◽  
Vol 8 (4) ◽  
pp. 209-211 ◽  
Author(s):  
Stephen H. Hobbs
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Introductory Psychology ◽  
Psychology Course

Instructor pacing does not lower academic performance or student attitudes, and it has some advantages over student pacing.

scholarly journals ENGAGEMENT WITH THE INVERTED CLASSROOM APPROACH: STUDENT CHARACTERISTICS AND IMPACT ON LEARNING OUTCOMES

2015 ◽  
Author(s):  
Micah Stickel ◽  
Qin Liu
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Academic Characteristics ◽  
Inverted Classroom ◽  
Video Viewing ◽  
Major Shift ◽  
Low Degrees ◽  
High Engagement

The focus of this paper is to take a closer look at this question of engagement with the inverted classroom approach and specifically address the following two research questions: 1) Do students with different degrees of engagement with the inverted classroom approach exhibit different academic characteristics?, and 2) How does the degree of engagement affect the learning of the course material?To assess these questions, the students preferred learning styles (ILS), their self-efficacy, and their academic performance prior to the course were assessed. As well, the students’ engagement with the approach was assessed through their lecture attendance and pre-class video viewing, and their learning was quantified through pre/post concept tests, in-class pop quizzes, and the final course grade.Using k-means clustering with the pre-class viewing and lecture attendance data, the cohort was divided into three groups: high, medium, and low degrees of engagement with the teaching approach. Some differences were noted in terms of the groups’ learning styles and prior academic performance, but no differences were found with their self-efficacy scores. Students in the high engagement group did significantly better than their peers in the other two groups, with final course mark averages of Mhigh = 81.8%, Mmedium = 74.0%, Mlow = 63.5%, F(2,323) = 67.4, p < .001. When prior academic performance and learning styles were controlled for, in comparison to the low engagement group, being part of the medium or high engagement group was a significant positive predictor for the final course grade, with medium = 0.168, p < .01, high = 0.349, p < .001.Since the inverted classroom approach requires a major shift in student attitudes and behaviors towards their learning, these results show that the degree of engagement with the process is an important metric to consider.

scholarly journals PERSONAL SELF-REGULATION, ACADEMIC ACHIEVEMENT, AND SATISFACTION OF LEARNING (PRODUCT)

2016 ◽  
Vol 4 (1) ◽  
pp. 187
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Francisco J. Peralta ◽  
Mireia López
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Student Attitudes ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Learning Factor ◽  
And Performance ◽  
Teaching Learning ◽  
High Level

Abstract.Introduction. Every teaching-learning process aims toward a certain product, which is based on certain objectives and purposes that are to result in the student learning a specific subject matter. This product is called academic performance. Performance has been defined and categorized by different authors. Most research has analyzed performance based on a single global qualification. This tendency to reduce the outcome of learning to a single grade has become one of the main criticisms of research on academic performance. This variable has taken on greater importance in educational research in recent decades, with many variables being studied for their influence on the academic performance of university students. Some of these variables are approaches to learning, self-regulated learning, student attitudes, coping strategies and so on. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and satisfaction with learning and performance. In complementary fashion, the level of personal self-regulation had a significant main effect on a high level of satisfaction with learning, specifically in the satisfaction with learning factor and in thoughtful learning, and by high levels of procedural and attitudinal performance. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of satisfaction with learning, and academic performance.Palabras Clave: Personal self-regulation, satisfaction with learning, academic performance, teaching-learning process

scholarly journals Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

2016 ◽  
Vol 15 (4) ◽  
pp. ar61 ◽  
Author(s):  
Erica Jeffery ◽  
Kathy Nomme ◽  
Thomas Deane ◽  
Carol Pollock ◽  
Gülnur Birol
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
English Language ◽  
Academic Support ◽  
Academic Experiences ◽  
First Year ◽  
Language Experience ◽  
Positive Effects ◽  
Attitudes About Science

Students’ academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance. In this study, we investigate shifts in attitudes and views toward science by students in four biology classes with differences in student enrollment, academic support, and instruction. We observe significant, positive effects of enrollment in a guided-inquiry lab course and academic performance on the percentage of expert-like student attitudes and views at the end of term. We also identify variation in two aspects of student attitudes and views: 1) confidence and interest and 2) understanding and acceptance. In particular, enrollment in the lab course boosts student confidence and interest in scientific inquiry in the short term, even for students with low academic performance or little English-language experience. Our results suggest that low-performing students in particular may require additional opportunities for experiential learning or greater academic support to develop expert-like perceptions of biology as a science.

Using the Team-Learning Model in a Managerial Accounting Class: An Experiment in Cooperative Learning

2001 ◽  
Vol 16 (4) ◽  
pp. 549-567 ◽  
Author(s):  
Kathryn A. S. Lancaster ◽  
Carolyn A. Strand
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Student Attitudes ◽  
Team Learning ◽  
Learning Model ◽  
Accounting Education ◽  
Managerial Accounting

This paper reports on an experiment at one university where the professor changed two lecture-based managerial accounting classes to cooperative learning classes based on the Team-Learning Model advanced by Michaelsen (1998). For the professor who would like to implement cooperative learning, we provide a description of our experience with the Team-Learning Model. In addition, we investigate academic performance and student perceptions regarding the cooperative learning format. Although we do not find academic performance or student attitudes to differ significantly between the two learning environments, we document additional insights on cooperative learning, which extend the literature regarding this pedagogical method in accounting education.

scholarly journals Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology

2020 ◽  
Vol 13 (1) ◽  
pp. 282
Author(s):  
José-Antonio García-Martínez ◽  
Eduardo-José Fuentes-Abeledo ◽  
Eduardo-Rafael Rodríguez-Machado
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Information And Communication Technologies ◽  
Student Attitudes ◽  
Communication Technologies ◽  
Affective Component ◽  
Probabilistic Sampling ◽  
Positive Attitudes ◽  
Information And Communication ◽  
Students Attitudes

Information and communication technologies (ICT) are being used more and more as part of teaching processes in both formal and informal settings. In this regard, it is important to understand university students’ attitudes towards using ICT as they will shortly form part of the productive sector of society. The aim of this study was to analyze student attitudes during their final years pursuing various degrees at a university in Costa Rica. We used a non-experimental transactional design and probabilistic sampling that involved 1187 students. We used a questionnaire containing a Likert-type scales to measure attitudes, which was structured according to affective, cognitive, and behavioral components. The results showed positive attitudes in general, with higher scores in the cognitive and behavioral components, and moderate scores in the affective component. In addition, we found differences in attitudes according to sex, prior training in technology, and academic performance.

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