scholarly journals Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0243731
Author(s):  
Erika M. Nadile ◽  
Emilie Alfonso ◽  
Briana Michelle Barreiros ◽  
William D. Bevan-Thomas ◽  
Sara E. Brownell ◽  
...  

Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the extent to which students choose to engage in these practices, and what discourages students from participating. In this study, we surveyed 417 undergraduates at a research-intensive institution about their experiences asking and answering questions in large-enrollment college science courses. Specifically, students answered questions about to what extent they perceive voluntarily asking and answering questions in large-enrollment science courses is helpful to them and why. They also answered questions about to what extent they engage in asking and answering questions in large-enrollment college science courses and what factors could discourage them from participating. Using binary logistic regression, we examined whether there were differences among students of different demographic groups regarding their opinions about asking and answering questions. We found that overwhelmingly students reported that other students voluntarily asking and answering instructor questions is helpful to them. Notably, compared to continuing generation students, first-generation students were more likely to perceive other students asking questions to be helpful. Despite perceiving asking and answering questions to be helpful, over half of students reported that they never ask or answer questions in large-enrollment college science courses during a semester, and women were more likely than men to report never asking questions. We identified fear of negative evaluation, or students’ sense of dread associated with being unfavorably evaluated, as a primary factor influencing their decision to answer instructor questions. This work adds to a growing body of literature on student participation in large-enrollment college science courses and begins to uncover underlying factors influencing student participation.

Author(s):  
Erika M. Nadile ◽  
Keonti D. Williams ◽  
Nicholas J. Wiesenthal ◽  
Katherine N. Stahlhut ◽  
Krystian A. Sinda ◽  
...  

Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized reason for this gender gap is that women may be less comfortable participating.


Author(s):  
John Rivers ◽  
Aaron B. Smith ◽  
Denise Higgins ◽  
Ruth Mills ◽  
Alex Gerd Maier ◽  
...  

Science is about asking questions but not all science courses provide students with opportunities to practice this essential skill. We give students ownership of the processes of asking and answering questions to help them take greater responsibility for their own learning and to better understand the process of science with its inherent uncertainty. Peer learning activities throughout the course embed multidirectional feedback within and between students and instructors. Students are our partners in the design and evaluation of exam questions and we learn from them as they rise to the challenge of identifying important information and applying it. The lab program is supported by peer assisted learning in which peer mentors partner with instructors to generate activities addressing the use of evidence and experimental design. While not all students engage as partners, those who do value these experiences and demonstrate they can use scientific content creatively and critically.


2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Tasneem F. Mohammed ◽  
Erika M. Nadile ◽  
Carly A. Busch ◽  
Danielle Brister ◽  
Sara E. Brownell ◽  
...  

This study of 2111 undergraduates examined the impact of online science courses on their anxiety. More than 50% of students reported experiencing at least moderate anxiety in online science courses. Aspects of online learning that increase and decrease anxiety are identified, and actions that instructors can take to lessen anxiety in online science courses are offered.


1936 ◽  
Vol 13 (9) ◽  
pp. 437 ◽  
Author(s):  
Fred G. Anibal ◽  
Philip A. Leighton

2018 ◽  
Vol 46 (4) ◽  
pp. 590-607 ◽  
Author(s):  
Troy E. McEwan ◽  
Daniel E. Shea ◽  
James R. P. Ogloff

This study describes the rationale, development, and validation of the Victoria Police Screening Assessment for Family Violence Risk (VP-SAFvR). The actuarial instrument was developed on a sample of 24,446 Australian police reports from 2013-2014. Information from each report and criminal histories of those involved were collected with 12-month follow-up, and binary logistic regression used to develop an improper predictive model. The selected VP-SAFvR cut-off score correctly identified almost three quarters of cases with further reports, while half of those without were accurately excluded. It was effective for frontline police triage decision-making, with few screened-out cases reporting further family violence, while those screened-in required additional risk assessment. Predictive validity was adequate and consistent across family relationships and demographic groups, although it was less effective in predicting future family violence reports involving same-sex couples or child perpetrators. Further evaluation in a field trial is necessary to determine the validity of the VP-SAFvR in practice.


2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Wardah Wardah ◽  
Ridha Nabillha

This action research aimed to improve students’ participation in English conversation. The participants were 38 of the fifth grade students of SD Muhammadiyah 2 Pontianak. Observation and fieldnote were used to collect and analyze the data.  The research findings  showed that the use of puppet as media can improve students’ participation in English conversation. In the first cycle, the percentage of the students’ participation in English conversation was 53%: 11 students participated in asking question, 6 students participated in answering questions,  and 3 students participated in giving opinions. In the second cycle, the students’ participation improved to 61%: 14 students participated in asking question, 8 students participated in answering question,  and 4 students participated in giving opinions. Finally, in the third cycle, the percentage of students’ participation was 74%: 14 students participated in asking questions, 11 students participated in answering questions,  and 5 students participated in giving opinions. Cycle two and three  showed improvement on the students’ participation in asking questions, answering questions, and giving opinions when being taught by using puppet. Hence, Puppet as media can improve students’ participation in English conversation. Keywords: Puppet, Young Learners, Conversation


2019 ◽  
Vol 18 (2) ◽  
pp. ar22 ◽  
Author(s):  
Meghan E. Bathgate ◽  
Oriana R. Aragón ◽  
Andrew J. Cavanagh ◽  
Jennifer Frederick ◽  
Mark J. Graham

Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty’s use of EBT: 1) faculty’s personal motivations (e.g., teaching value, confidence, beliefs about intelligence); and 2) their experiences with their institutional teaching environments (e.g., departmental support, student enthusiasm). Faculty’s perceived supports in their teaching environments (e.g., having supportive colleagues, being able to access curricular resources) were by far most predictive of their use of EBT. Faculty’s personal motivations had little to no relationship when supports were included in these models. The effects were robust, even when controlling for faculty gender, minority status, and teaching experience. Much of the literature has focused on perceived barriers to EBT implementation (e.g., lack of time, constrained teaching space). The current data indicate that a focus on building supports for faculty may have the greatest impact on increasing the presence of EBT in college STEM courses.


2020 ◽  
Vol 19 (2) ◽  
pp. ar20 ◽  
Author(s):  
Virginia R. Downing ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Logan E. Gin ◽  
Sara E. Brownell

Twenty-nine students enrolled in community colleges were interviewed to probe factors that affect their anxiety in active-learning science courses. Student anxiety decreased when students perceived that active learning enhanced their learning, and fear of negative evaluation was the primary construct underlying student anxiety in active learning.


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