scholarly journals The Impact Of A Cohort Model Learning Community On First-Year Engineering Student Success

2014 ◽  
Vol 5 (1) ◽  
pp. 27-40
Author(s):  
Toni L. Doolen ◽  
Erin Biddlecombe
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Student Success ◽  
Learning Community ◽  
Control Group ◽  
First Year ◽  
Cohort Model ◽  
Orientation Course ◽  
Learning Techniques ◽  
The Impact

This study investigated the effect of cohort participation in a learning community and collaborative learning techniques on the success of first-year engineering students. Student success was measured as gains in knowledge, skills, and attitudes, student engagement, and persistence in engineering. The study group was comprised of students registered in an engineering orientation course. Two sub-groups were compared: a) a test cohort and b) a control group. Students registered in the test cohort shared four courses. The control group shared only one course, an engineering orientation course. An exit survey was used to measure gains in skills and attitudes, student engagement, and student perceptions of collaborative learning techniques. Participation in the learning community test cohort was not found to improve student success. Participation in the learning community test cohort model was, however, linked to more positive student attitudes towards engineering and higher levels of student satisfaction with the collaborative learning techniques used in the course. 

scholarly journals The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement

1969 ◽  
Vol 40 (2) ◽  
pp. 78-94 ◽  
Author(s):  
Alastair Summerlee ◽  
Jacqueline Murray
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Survey Data ◽  
Quantitative Data ◽  
Current Paper ◽  
Control Group ◽  
First Year ◽  
Access Information ◽  
The Impact ◽  
First Year Seminar

Previously, we reported qualitative findings showing that students who experienced a problem- or enquiry-based course (EBL) in a first-year seminar program had greater confidence in their academic abilities, were more engaged, and were better prepared for upper-year courses. In the current paper, we provide quantitative data to substantiate the students’ qualitative conclusions. We present results to show that these students do perform at a significantly higher level compared with members of the control group who did not experience an EBL course. Using survey data, we show that the EBL students shift the way they access information compared with peers: they preferentially use more sophisticated resources for research. At the same time, students report greater engagement in the community, and student engagement is known to contribute to increased academic performance.  

The Impact of Specially Designed Digital Games-Based Learning in Undergraduate Pathology and Medical Education

2011 ◽  
Vol 135 (1) ◽  
pp. 135-142 ◽  
Author(s):  
Rani Kanthan ◽  
Jenna-Lynn Senger
Keyword(s):  
Medical Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Digital Games ◽  
Satisfaction Survey ◽  
Control Group ◽  
First Year ◽  
Final Examination ◽  
Second Year ◽  
The Impact

Abstract Context—The rapid advances of computer technologies have created a new e-learner generation of “Homo-zappien” students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. Objective—To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. Design—One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Results—Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Conclusions—Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

scholarly journals First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

2017 ◽  
Vol 12 (4) ◽  
pp. 158 ◽  
Author(s):  
Savannah L. Kelly
Keyword(s):  
Learning Community ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Control Group Design ◽  
First Year Students ◽  
Significant Difference ◽  
The Impact

Abstract Objective – The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students’ research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series. Methods – The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359) of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212) served as the intervention group exposed to the videos, while the other 10 (N = 147) served as the control group. A research self-efficacy pretest – posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face one-shot library instruction session. Results – As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students’ pretest and posttest scores, suggesting that something else, possibly the in-person library session, did have an impact on students’ research self-efficacy. Conclusion – Although students’ research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing instructional support for first-year students’ research struggles.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals Positive and Negative Affect Changes during Gender-Affirming Hormonal Treatment: Results from the European Network for the Investigation of Gender Incongruence (ENIGI)

2021 ◽  
Vol 10 (2) ◽  
pp. 296
Author(s):  
Imke Matthys ◽  
Justine Defreyne ◽  
Els Elaut ◽  
Alessandra Daphne Fisher ◽  
Baudewijntje P. C. Kreukels ◽  
...  
Keyword(s):  
Negative Affect ◽  
Sex Steroids ◽  
Hormonal Treatment ◽  
Control Group ◽  
First Year ◽  
Positive And Negative Affect ◽  
European Network ◽  
Psychological Burden ◽  
The Impact

Improving transgender people’s quality of life (QoL) is the most important goal of gender-affirming care. Prospective changes in affect can influence QoL. We aim to assess the impact of initiating gender-affirming hormonal treatment (HT) on affect. In the European Network for the Investigation of Gender Incongruence (ENIGI) study, we prospectively collected data of 873 participants (451 transwomen (TW) and 422 transmen (TM)). At baseline, psychological questionnaires including the Positive and Negative Affect Schedule (PANAS) were administered. The PANAS, levels of sex steroids and physical changes were registered at each follow-up visit during a 3-year follow-up period, starting at the initiation of hormonal therapy. Data were analyzed cross-sectionally and prospectively. Over the first three months, we observed a decline in positive affect (PA) in both TM and TW. Thereafter, PA reached a steady state in TW, whereas in TM there was also a second decline at 18 months. In both TM and TW there was no persisting difference comparing baseline to the 36-months results. Concerning negative affect (NA), we observed a decline during the first year in TM, which sustained during the second year and was not different anymore at 36 months compared to baseline. In TW though, we did not find any change of NA during the entire follow-up. Even if some of these results show significant differences, they should be considered with caution, since there was no control group and the absolute differences are small. No association between affect and the level of sex steroids was observed. Baseline QoL and psychological burden are related to affect independently from gender but are not necessarily good predictors of the evolution of one’s affect during the gender-affirming process. Further research is necessary to investigate these preliminary results.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

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