Discrepancies between Classroom Instruction and Turfgrass Student Performance as Measured by Computer Simulation

1990 ◽  
Vol 19 (2) ◽  
pp. 160-163
Author(s):  
T. K. Danneberger
Keyword(s):  
Computer Simulation ◽  
Student Performance ◽  
Classroom Instruction

An Investigation of Manipulative Models on the Learning of Programming Loops

1993 ◽  
Vol 9 (3) ◽  
pp. 397-412 ◽  
Author(s):  
Sylvester Upah ◽  
Rex Thomas
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Classroom Instruction ◽  
Direct Application ◽  
Control Group ◽  
Measurable Effect ◽  
Computer Based ◽  
Paper And Pencil

In this study of the learning of programming, two computer-based simulations (manipulative models) of program loops were compared with a computer-based tutorial combined with paper-and-pencil exercises. For the treatment group, one simulation was used prior to and one following classroom instruction on the WHILE-DO and REPEAT-UNTIL looping constructs. For the control group, the tutorial preceded classroom instruction, which was followed by the paper-and-pencil exercises. Students using the manipulative models were more successful in applying their knowledge of loops to a situation requiring transfer, but were no more successful on problems requiring interpretation or direct application. Previous programming experience did not produce a measurable effect on student performance on looping problems.

scholarly journals Distance Education versus Classroom Instruction in Horticulture—An Introduction to Fruit Crops—Case Study

2002 ◽  
Vol 12 (3) ◽  
pp. 513-515 ◽  
Author(s):  
Mark Rieger
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Classroom Instruction ◽  
Independent Study ◽  
Fruit Crops ◽  
Final Exam ◽  
Study Program ◽  
Course Grades ◽  
The University ◽  
Written Assignments

At the University of Georgia, HORT 3020 (Introduction to Fruit Crops) is a two-credit survey of the botanical characteristics, taxonomy, and production practices of the world's major fruit crops. It is offered via traditional classroom instruction, and as a distance education (DE) course through the University System of Georgia Independent Study program. The DE version of the course is designed to be identical in content, final exam, and grading scale. However, due to the nature of independent study, the end-of-topic evaluations are open-book, written assignments in the DE course, whereas students in the classroom version have closed-book quizzes at the end of each topic. Student performance in the two versions of the course was compared over a 3-year period (May 1998 to May 2001) by analyzing scores on end-of-topic evaluations, final exams, and overall course grades. Students in the DE version had higher scores on end-of-topic evaluations in all 3 years, higher scores on a comprehensive final exam in 2 of 3 years, and consequently higher overall course grades than classroom students in all 3 years. Better performance of DE over classroom students may have been related to 1) qualitative differences in end-of-topic evaluations (written assignments versus quizzes), 2) differences in student demographics (nontraditional students in DE, traditional undergraduates in classroom), 3) the elective (DE) versus required (classroom) nature of the courses, or 4) differences in course duration (1 year for DE, 15 weeks for classroom). Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes.

scholarly journals Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance

2021 ◽  
Vol 20 (1) ◽  
pp. ar13
Author(s):  
Christine S. Booth ◽  
Changsoo Song ◽  
Michelle E. Howell ◽  
Achilles Rasquinha ◽  
Aleš Saska ◽  
...  
Keyword(s):  
Computer Simulation ◽  
Student Performance ◽  
Gender Bias ◽  
Undergraduate Students ◽  
Medium Effect ◽  
Dynamical Models ◽  
Metabolic Systems ◽  
Medium Effect Size ◽  
Large Enrollment ◽  
Computational Systems

This article reports the effectiveness of computer simulation modules to teach undergraduate students about familiar and unfamiliar metabolic systems. The modules were evaluated in large-enrollment biochemistry courses and show a medium effect size when compared with controls. The results also show that the modules did not create or reinforce gender bias.

scholarly journals Student Performance and Perceptions in a Web-Based Competitive Computer Simulation

10.28945/65 ◽  
2009 ◽  
Vol 5 ◽  
pp. 073-090 ◽  
Author(s):  
Nicole A. Buzzetto-More ◽  
Bryant C. Mitchell
Keyword(s):  
Computer Simulation ◽  
Student Performance ◽  
Web Based

Transfer of Learning from a Computer Simulation as Compared to a Laboratory Activity

1998 ◽  
Vol 26 (4) ◽  
pp. 345-351 ◽  
Author(s):  
Paul R. Kelly
Keyword(s):  
New York ◽  
Computer Simulation ◽  
Science Education ◽  
Student Performance ◽  
Transfer Of Learning ◽  
Earth Science ◽  
New York State ◽  
Laboratory Activity ◽  
York State ◽  
Mineral Identification

The use of computer simulations is discussed, especially in relation to science education. Issues of fidelity and transfer are briefly presented when a computer simulation is used instead of a laboratory activity. A computer program written by the author is described that simulates a typical mineral identification activity that would be performed in a high school earth science course. Student performance on the mineral identification portion of the New York State Regents Earth Science Exam was used to compare students who had been taught using the simulation and students who had used the laboratory based mineral activity. No difference was found in student performance between the two groups.

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