Performance of college students in a statistics course using mastery learning

2020 ◽  
Author(s):  
Gibran Sayeg-Sanchez ◽  
Miguel X. Rodriguez-Paz
Keyword(s):  
College Students ◽  
Mastery Learning ◽  
Statistics Course

Women's Study Courses: Do They Change Attitudes?

1983 ◽  
Vol 53 (1) ◽  
pp. 81-82 ◽  
Author(s):  
Gwendolyn Stevens ◽  
Sheldon Gardner
Keyword(s):  
College Students ◽  
Gender Roles ◽  
Statistics Course ◽  
The Ideal

A list of adjective statements previously shown to be related to sex stereotyping was administered to 127 college students, who were instructed to rate their “ideal male” and “ideal female.” Analysis suggested that students differentiated gender roles according to the usual stereotypes, but that after the completion of one of the courses, a statistics course taught by a woman, the “ideal female” was rated significantly more “male-like.”

Effect of Threatening Feedback on Expected Grade, Self-Efficacy, and Motivation

1998 ◽  
Vol 86 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Patrick C. Stubblebine
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Perceived Threat ◽  
Statistics Course ◽  
Negative Outcome

The purpose of this study was to investigate the influence of perceived threat on expecred course grade, self-efficacy, and motivation. The study required college students to decide whether they perceived their most recent examination grade in a statistics course to be threatening to achievement of their over-all expected course grade and, based on that assessment of threat, subsequently place themselves into one of three feedback categories (positive nonthreatening, negative nonthreatening, or negative outcome-threatening). Expected course grade, self-efficacy, and motivation (intended effort) were assessed before the examination and after feedback had been delivered. Ratings of expected course grade, self-efficacy, and motivation significantly changed from pre- to posttest for subjects who perceived that their goals were threatened.

Does the Processing Fluency of a Syllabus Affect the Forecasted Grade and Course Difficulty?

2012 ◽  
Vol 110 (3) ◽  
pp. 946-954 ◽  
Author(s):  
R. Kim Guenther
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Statistical Power ◽  
Life Experience ◽  
Real Life ◽  
Processing Fluency ◽  
Cognitive Assessments ◽  
Statistics Course ◽  
Psychology Course ◽  
Course Difficulty

Processing fluency is known to affect a variety of cognitive assessments, but most research has not examined such effects in the context of a real-life experience. In the first experiment, college students, enrolled in either a statistics or cognitive psychology course, read a course syllabus which varied in the clarity of its font and frequency of its vocabulary. Based on the syllabus, students then forecasted their final course grade and the course's difficulty. Despite methodological similarity to other fluency experiments and adequate statistical power, there were no significant differences in forecasts across fluency conditions. Fluency may be discounted in a task which provides information that affects people's lives. This interpretation was bolstered by a second experiment whose participants were students in a statistics course. These students read the cognitive course's syllabus and forecasted better grades and less difficulty in the cognitive course when the font of the syllabus was more clear than unclear.

scholarly journals Drawing Normal Curves: A Visual Analysis of Feedback in Writing-To-Learn Assignments in an Introductory Statistics Course for Community College Students

2020 ◽  
Author(s):  
Samantha Estrada Aguilera
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Thematic Analysis ◽  
Visual Analysis ◽  
Statistics Education ◽  
The United States ◽  
Writing To Learn ◽  
Introductory Statistics ◽  
Statistics Course

Writing-to-learn benefits students in polishing their communication skills and understanding of statistical concepts cultivating a deeper understanding of statistics. A series of writing-to-learn activities were given to introductory statistics students at a community college in the Rocky Mountain region of the United States. Historically, research on the teaching and learning of statistics has been performed on undergraduates while overlooking the experiences of community college students in learning statistics. A total of 79 students completed the feedback instrument over the course of three semesters (Summer 2017, Fall 2017, and Spring 2018). The feedback instrument included three Likert scale questions, two open-ended questions and a prompt to draw their feelings about the writing assignments and statistics course. Research suggests that drawings are a creative and novel form of collecting student feedback. Data were analyzed using descriptive statistics where appropriate, thematic analysis was used to evaluate written responses, and visual thematic analysis was performed on the drawings. Findings are useful to introductory statistics instructors and statistics education researchers in understanding the students’ experience with writing-to-learn assignments as the responses provide insight, feedback, and drawbacks on the assignment.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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