Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum

2011 ◽  
Vol 35 (3) ◽  
pp. 280-289 ◽  
Author(s):  
Kathleen A. FitzPatrick ◽  
Kevin E. Finn ◽  
Jay Campisi
Keyword(s):  
Student Performance ◽  
Student Perception ◽  
Exercise Physiology ◽  
Student Assessment ◽  
Health Sciences ◽  
Personal Response Systems ◽  
Anatomy And Physiology ◽  
Response Systems ◽  
Class Period ◽  
And Performance

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students ( n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

scholarly journals Student Perception of Computer Based Testing in Kwara State Nigeria

2022 ◽  
Vol 17 (1) ◽  
pp. 0-0
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Student Assessment ◽  
University Administrators ◽  
Testing Technique ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Creation ◽  
And Performance ◽  
The Relationship

Computer Based Testing has become a prominent method in student assessment in Nigeria and student perception on this testing technique is paramount. This study examined the perception of undergraduate students towards computer based testing by comparing several modules studied by Undergraduate students in Nigeria which constitutes a major gap in literature. Results showed that majority of students preferred computer based testing to paper based testing but were not will to adopt this technique in all courses. Results further showed majority of students showed preference to paper based tests in Mathematics more than 50% of students had below average grades when the CBT technique was implemented. Similarly, students showed poor grades in Mathematics, Chemistry and Physics, results further showed the relationship between computer and anxiety and performance in in Mathematics .This study has implications for university administrators in the creation of policies for Computer based testing

scholarly journals How Remote Response Devices Enable Student Learning: A Four-Year Analysis

2010 ◽  
Vol 3 (8) ◽  
pp. 21-26
Author(s):  
William A. Anderson ◽  
Thomas G. Noland
Keyword(s):  
Student Learning ◽  
Student Perception ◽  
Student Participation ◽  
Classroom Performance ◽  
Personal Response Systems ◽  
Response Systems ◽  
Student Grades ◽  
The Impact ◽  
Remote Response

The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s.  Much of the exploration of the technology has focused on methodology, student participation, and student perception.  This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades. 

scholarly journals Comparison of Student Performance on Internally Prepared Clerkship Examinations and NBME Subject Examinations

2011 ◽  
Vol 2 (2) ◽  
pp. e81-e85
Author(s):  
Pamela Veale ◽  
Wayne Woloschuk ◽  
Sylvain Coderre ◽  
Kevin McLaughlin ◽  
Bruce Wright
Keyword(s):  
Student Performance ◽  
Student Perception ◽  
Internal Standard ◽  
Standard Setting ◽  
Discordant Pair ◽  
National Board ◽  
University Of Calgary ◽  
Leniency Bias ◽  
And Performance ◽  
Medical Examiners

Background: This pilot study compared performance of University of Calgary students on internal clerkship examinations with corresponding National Board of Medical Examiners (NBME) subject examinations.Methods: Between April and October 2007, students completed internal and NBME subject examinations following six mandatory rotations. Local faculty within each discipline set the minimum performance level (MPL) for internal examinations. Two methods of standard setting were considered for NBME exams and a sensitivity analysis was performed. Corresponding internal and NBME examination scores were compared using McNemar’s discordant pair analysis.Results: A significant and unexpected difference in failure rate between internal and external examinations was found in all clerkships. 1.4% of students were below the MPL for internal examinations and 27.3% (modified Angoff) or 25.9% (mean Hofstee compromise) (p<0.0001 for both) for the NBME. The proportion of students below MPL for internal examinations was also below the lower limit of the Hofstee compromise (14.4%).Conclusion: Possible explanations include leniency bias in internal standard setting, discrepant content validity between local curriculum and NBME examinations, difference in student perception of examinations, and performance bias due to unfamiliar units.

Problem Based Learning: Generating a 3D Educational Brain Model to Engage Undergraduate Engineering Honors Students

2018 ◽  
Author(s):  
Connie Gomez ◽  
Sheema Nasir
Keyword(s):  
Community College ◽  
Student Performance ◽  
Computer Aided Design ◽  
Student Perception ◽  
Problem Based Learning ◽  
Honors Students ◽  
Soft Skill ◽  
Anatomy And Physiology ◽  
Wide Range ◽  
Aided Design

Engineering courses offered through the Honors Program allow students to conduct both research and design during their time at a community college, which is extremely valuable due to the limited number of research opportunities when compared to a four-year institution. Additionally, community college engineering courses normally serve students seeking to enter a wide range of engineering disciplines. Therefore, any research or design experience with lasting impact must also encompass a wide range of topics while also fostering communication, teamwork, creativity and life-long learning. This paper describes an engineering graphics honors course that engaged students in the development of a CAD model and prototype of a 3D brain model for use by Anatomy and Physiology students. This project allowed students to engage in the areas of personalized learning, reverse engineering the brain, manufacturing as well a computer-aided design. This paper discusses the development of technical and soft skill competencies through student performance and student perception via questionnaires. Finally, this paper sets forth recommendations for other community colleges interested in developing problem-based learning opportunities throughout their engineering curriculum.

scholarly journals Student Perspectives on Curricular Change: Lessons from an Undergraduate Lower-Division Biology Core

2006 ◽  
Vol 5 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Merri Lynn Casem
Keyword(s):  
Student Performance ◽  
Student Perception ◽  
Student Assessment ◽  
Cumulative Effect ◽  
Undergraduate Curriculum ◽  
Student Response ◽  
Laboratory Manual ◽  
Lower Division ◽  
Student Reactions ◽  
Method Of Instruction

Inquiry-based laboratories are acknowledged as the preferred method of instruction for development of research skills. Much has been written about changes in student performance associated with inquiry, but less is known about how students view the inquiry-based format or whether they perceive a benefit from this type of instruction. The Student Assessment of Learning Gains (SALG) survey was used to evaluate and compare student reactions to the new, inquiry-based laboratories of a lower-division undergraduate curriculum, from implementation to the present (an interval of 3 yr). Initial student response to the format and value of the inquiry labs improved over time. The quality of the graduate teaching assistants and the clarity of the laboratory manual were important variables influencing student perception. A student's perception of his/her retention of lab-related skills was strongly associated with perceptions of gains in those skills. Student responses reflect their most current laboratory experience and not a cumulative effect of participation in the core series of courses. Student success in the inquiry format was not associated with gender or status as a transfer student. The majority of students believe that their experiences in the lower-division inquiry labs have prepared them for upper-division course work.

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