Peer learning as a tool to strengthen math skills in introductory chemistry laboratories

2018 ◽  
Vol 19 (1) ◽  
pp. 319-330 ◽  
Author(s):  
Melissa C. Srougi ◽  
Heather B. Miller
Keyword(s):  
Student Performance ◽  
Attitude Change ◽  
Student Attitudes ◽  
Peer Learning ◽  
Introductory Chemistry ◽  
Math Skills ◽  
Attrition Rates ◽  
Math Ability ◽  
Chemistry Laboratories ◽  
Main Ideas

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. Therefore, in an effort to improve student learning outcomes, we implemented peer learning interventions in our introductory chemistry laboratories to determine if math skills were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in laboratory sections consisting of instructor-assigned partners who differed in math ability, compared to sections where students self-selected a partner. Students who were assigned math partners of different ability showed an 8% improvement in chemistry math concepts compared to no improvement among those who self-selected a partner, as assessed using pre- and post-math tests. Mathematical learning gains were particularly large (16%) for those students in the 50th percentile of math performance. Students also reported a significantly more positive attitude change about working with others compared to students who self-selected a partner. In addition, assigned students demonstrated a more positive shift in self-concepts such as chemistry knowledge and laboratory skills. This study illustrates that peer learning can serve as a useful and easy-to-implement tool to strengthen math skills and improve student attitudes in introductory chemistry laboratories.

scholarly journals First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Richard J. Daker ◽  
Sylvia U. Gattas ◽  
H. Moriah Sokolowski ◽  
Adam E. Green ◽  
Ian M. Lyons
Keyword(s):  
Math Anxiety ◽  
First Year ◽  
Math Skills ◽  
First Year Students ◽  
First Semester ◽  
Math Ability ◽  
Current Thinking ◽  
Attitudes Toward Math ◽  
Show Evidence ◽  
Stem Outcomes

AbstractMath anxiety is widely considered a potential barrier to success in STEM. Current thinking holds that math anxiety is directly linked to avoidance of and underperformance in STEM domains. However, past evidence supporting these claims is limited in important ways. Perhaps most crucially, it is possible that math anxiety predicts STEM outcomes merely as a proxy for poor math skills. Here, we tested the link between math anxiety and subsequent STEM outcomes by measuring math anxiety, math ability, and several covariates in 183 first-semester university students. We then tracked students’ STEM avoidance and achievement through four years at university via official academic transcripts. Results showed that math anxiety predicted both a reduction in how many STEM courses students took and, separately (i.e., controlling for one another), lower STEM grades. Crucially, these associations held after controlling for math ability (and other covariates). That math anxiety predicts math-related academic achievement independently of Math Ability suggests that, contrary to current thinking, math anxiety’s effects on academic performance likely operate via mechanisms other than negatively affecting math ability. Beyond this, we show evidence that math anxiety can account for associations between math ability and STEM outcomes, suggesting that past links between math ability and real-world outcomes may, in fact, be at least partially explainable by attitudes toward math. These findings provide clear impetus for developing and testing interventions that target math anxiety specifically and suggest that focusing on math ability without additional attention to math anxiety may fail to optimally boost STEM outcomes.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Development and Formative Evaluation of a Low-Fidelity Equine Castration Model for Veterinary Education

2021 ◽  
Vol 8 ◽  
Author(s):  
M. Katie Sheats ◽  
Megan J. Burke ◽  
James B. Robertson ◽  
Katherine E. Fiebrandt ◽  
Callie A. Fogle
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Formative Evaluation ◽  
Performance Metrics ◽  
Early Stage ◽  
Future Research ◽  
Student Survey ◽  
Significant Difference ◽  
Veterinary Faculty ◽  
Fidelity Model

Entrustable Professional Activities (EPAs) are units of activity that early-stage professionals perform in the workplace that necessitate simultaneous integration of multiple competencies. EPA #6 requires students to perform a common surgical procedure on a stable patient, including pre-operative and post-operative management. Castration is one of the most common surgeries performed by equine primary care practitioners and is considered an “entry-level competency” for veterinary graduates entering equine private practice, however, to our knowledge there are no equine castration models available for veterinary student education. Therefore, we developed an inexpensive, low-fidelity model of equine field castration and evaluated it using a mixed-methods approach. Two different groups of students, with or without model experience, completed surveys before and after live horse castration. Students who used the model also completed model specific surveys. Videos of the students completing the model were evaluated by at least two different equine veterinary faculty using a 15-point rubric, and inter-rater reliability of the rubric was determined. After completing the model, students reflected on strengths and weaknesses of their performance. From our student survey results, we determined that student attitudes toward the model were mostly positive. Interestingly, there were several student attitudes toward the model that became significantly more favorable after live horse castration. Prior to live horse castration, there was no significant difference in confidence in model vs. no-model groups. Following live horse castration, students who used the model had higher confidence in procedure preparation and hand-ties than students who did not use the model, but they had lower scores for confidence during patient recovery. When reflecting on model castration, students most commonly cited preparation and surgical description as strengths, and ligature placement and hand-ties as weaknesses. Experts provided several suggestions to improve the model, including incorporation of emasculators and the need for better model stabilization. Our findings suggest that both students and veterinary educators feel that this low-fidelity model has educational value. Rubric performance metrics were favorable, but additional steps are needed to improve grading consistency among educators. Future research will determine whether student performance on the model is predictive of competence score during live-horse castration.

scholarly journals Peningkatan Kemampuan Matematika Siswa Sekolah Dasar Melalui Media Pembelajaran Ular Tangga Aljabar

2018 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Mustika Fitri Larasati Sibuea ◽  
Hommy Dorthy Ellyany Sinaga
Keyword(s):  
Student Learning ◽  
Preliminary Test ◽  
Learning Activity ◽  
Math Skills ◽  
School Students ◽  
Ability Test ◽  
Math Ability ◽  
Average Value ◽  
Mathematics Ability ◽  
Math Test

AbstractThe purpose of this research is to find out whether by using algebra ladder snake learning media can improve students' math ability and can improve student learning activity. This research is a Classroom Action Research. The subject of this research is the third grade students of SD Tamansiswa Sukadamai of Asahan Regency, amounting to 30 students. And the object in this study is the use of learning media ladder algebra snake in improving students' math skills and student learning activeness. The instrument used in this research is the students' math test in the form of test essay and observation sheet. The average value of student activity observation observation cycle I and II is 2.6 and 3.9. Exhaustiveness of preliminary test was obtained at 23.33%. After learning by using algebra ladder learning medium, there was an increase in the students' mathematics ability test of cycles I and II of 62.33% and 93.33%. It can be concluded that learning using algebra stepping snake learning media can improve the mathematics ability of elementary school students. Keywords: mathematical ability, learning activity, learning media of algebra ladder snake  AbstrakTujuan penelitian ini adalah untuk mengetahui apakah dengan menggunakan media pembelajaran ular tangga aljabar dapat meningkatkan kemampuan matematika siswa dan dapat meningkatkan keaktifan belajar siswa. Penelitian ini merupakan Penelitian Tindakan Kelas. Yang menjadi subjek dalam penelitian ini adalah siswa kelas III SD Tamansiswa Sukadamai Kabupaten Asahan yang berjumlah 30 siswa. Dan yang menjadi objek dalam penelitian ini adalah penggunaan media pembelajaran ular tangga aljabar dalam meningkatkan kemampuan matematika siswa dan keaktifan belajar siswa.  Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan matematika siswa dalam bentuk essay tes dan lembar observasi. Nilai rata-rata hasil observasi keaktifan siswa siklus I dan II sebesar 2,6 dan 3,9. Ketuntasan belajar tes awal diperoleh sebesar 23,33%. Setelah dilakukan pembelajaran dengan menggunakan media pembelajaran ular tangga aljabar, terjadi peningkatan pada tes kemampuan matematika siswa siklus I dan II sebesar 62,33% dan 93,33%. Dapat disimpulkan bahwa pembelajaran menggunakan media pembelajaran ular tangga aljabar dapat meningkatkan kemampuan matematika siswa sekolah dasar. Kata kunci:  kemampuan matematika, keaktifan belajar, media pembelajaran ular tangga aljabar 

Cat dissection vs. sculpting human structures in clay: an analysis of two approaches to undergraduate human anatomy laboratory education

2005 ◽  
Vol 29 (1) ◽  
pp. 27-34 ◽  
Author(s):  
John R. Waters ◽  
Peggy Van Meter ◽  
William Perrotti ◽  
Salvatore Drogo ◽  
Richard J. Cyr
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Student Attitudes ◽  
Experimental Treatment ◽  
Human Anatomy ◽  
Control Group ◽  
Isolation And Identification ◽  
Treatment Groups ◽  
Laboratory Education ◽  
Anatomy Laboratory

Many human anatomy courses are taught using cat dissection. Alternatives are available, but information regarding learning outcomes is incomplete. In 2003, ∼120 undergraduates enrolled in a human anatomy course were assigned to one of two treatment groups. In the control group, students performed cat dissections (emphasizing isolation and identification) of the muscular, digestive, and cardiovascular systems. In the experimental treatment group, students built clay sculptures of each human body system. Student learning was evaluated by using both low- and high-difficulty questions. On pre- and postexperiment control exams, there were no significant differences in student performance. On exams after a cat dissection vs. a human-clay sculpting experience, the students in the human-clay sculpting treatment group scored significantly higher than their classmates in the cat dissection group on both the low- and high-difficulty questions. Student attitudes toward dissection and taking future human anatomy courses were also measured. There were no differences in student attitudes at the beginning of the experiment; afterward, students exposed to a cat dissection experience viewed dissection more favorably than students in the human-clay sculpting treatment group. There were no treatment effects on student willingness to take future human anatomy courses. The experimental design makes it difficult to conclude precisely why students assigned to the human-clay sculpting experience performed better on exams, but as each method was performed in this particular human anatomy course, our data indicate that human-clay sculpting may be a viable alternative to cat dissection in an anatomy course in which the students focus on human anatomy.

The Influence of Computer-Based In-Class Examination Security Software on Students' Attitudes and Examination Performance

2009 ◽  
pp. 2019-2028
Author(s):  
Lori Baker-Eveleth ◽  
Daniel M. Eveleth ◽  
Michele O’Neill ◽  
Robert W. Stone
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Structural Equation ◽  
Expectancy Theory ◽  
Student Attitude ◽  
Ease Of Use ◽  
Testing Environment ◽  
Security Software ◽  
Student Questionnaire ◽  
Students Attitudes

Expectancy theory is applied to the use of software that secures the testing environment of in-class examinations. This security software prohibits students from viewing unauthorized material during an examination. The empirical study collected 60 student questionnaire responses completed after using the security software. These responses were used to develop measures for a model derived from expectancy theory. Using structural equation modeling, the model was estimated twice for two different variables. These dependent variables were student attitude towards the security software and the student’s examination grade. The empirical results indicated that student attitudes were positively impacted by self-efficacy, outcome expectancy, and the software’s ease of use. However, student grade was not influenced by any measures in the model. It is concluded that the security software is neutral with regard to student performance, while there are manageable actions faculty can take to positively impact student attitude towards security software.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

Effects of Time and an Educational Presentation on Student Attitudes Toward Wife-Beating

1998 ◽  
Vol 13 (2) ◽  
pp. 149-157 ◽  
Author(s):  
Margaret F. O’Neal ◽  
Patricia Wenzler Dorn
Keyword(s):  
Domestic Violence ◽  
Attitude Change ◽  
Student Attitudes ◽  
Wife Beating ◽  
Public Outreach ◽  
Negative Attitudes ◽  
Produce Change ◽  
Male University Students ◽  
Presentation Group ◽  
Over Time

To determine if a public outreach educational presentation on domestic violence would produce change in attitudes toward wife-beating and if the attitude change would persist over time, 36 female and male university students were quasi-randomly assigned to groups. Half of the subjects received a 20-minute presentation on domestic violence (Group P), and half did not receive a presentation (Group NP). Groups were then tested on their responses on the Inventory of Beliefs about Wife Beating (IBWB). Three weeks later, groups were retested on their responses to the scale. MANOVA revealed that attitudes of Group P were significantly more negative toward wife-beating than attitudes of Group NP on three of the five IBWB subscales and on three of the 31 IBWB items subsumed under the subscales. Data supported the prediction that public outreach efforts would produce more negative attitudes toward wife-beating and that attitude change would not deteriorate over time.

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