scholarly journals From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Mianda Erasmus
Keyword(s):  
Supplemental Instruction ◽  
Student Understanding ◽  
First Year

scholarly journals A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding

2019 ◽  
Vol 18 (3) ◽  
pp. ar46 ◽  
Author(s):  
Tawnya L. Cary ◽  
Caroline J. Wienhold ◽  
Janet Branchaw
Keyword(s):  
Student Performance ◽  
Conceptual Understanding ◽  
Scoring System ◽  
Interrater Reliability ◽  
Student Understanding ◽  
First Year ◽  
Core Concept ◽  
Biological Phenomenon ◽  
Biological Phenomena ◽  
Core Concepts

Instruments for teaching and assessing student understanding of the five core concepts in biology from Vision and Change are needed. We developed four Biology Core ­Concept Instruments (BCCIs) that teach and assess students’ ability to describe a concept in their own words, identify concepts represented in biological phenomena, and make connections between concepts. The BCCI includes a narrative, followed by a series of 10 true-false/identify (TF/I) and three open-ended questions. The TF/I questions are aligned with Cary and Branchaw’s Conceptual Elements Framework and were iteratively developed with feedback from biology experts and student performance and feedback obtained during think-aloud interviews. A component scoring system was developed to discriminate between a student’s ability to apply and identify each core concept from his or her ability to make connections between concepts. We field-tested the BCCIs ( n = 152–191) with students in a first-year course focused on learning the five core concepts in biology and collected evidence of interrater reliability (α = 0.70) and item validity. With component scoring, we identified examples in which students were able to identify concepts singularly, but not make connections between concepts, or were better able to apply concepts to one biological phenomenon than another. Identifying these nuanced differences in learning can guide instruction to improve students’ conceptual understanding.

scholarly journals Analysis of Understanding of First-Year Chemistry Education Students on Molecular Forces Topic

2018 ◽  
Vol 2 (2) ◽  
pp. 71-76
Author(s):  
Muhammad Miqdam Musawwa ◽  
Beta Wulan Febriana ◽  
Widinda Normalia Arlianty
Keyword(s):  
Chemistry Education ◽  
Student Understanding ◽  
First Year ◽  
Multiple Choice Questions ◽  
Education Students ◽  
Study Program ◽  
First Year Students ◽  
Concept Understanding ◽  
Molecular Forces ◽  
Material Concept

This research aims to investigate the concept understanding of first year students of study program chemistry education, faculty of mathematics and natural sciences, Universitas Islam Indonesia Yogyakarta, Indonesia. The sample used in this study was 49 students. Data collection instruments used are multiple choice questions.  The results of the study show that there are still many students who have difficulty in determining the example of the force between molecules that occurs in several molecules. Students also have difficulty in determining the molecuar forces between molecules from the example case given. The level of student understanding in the material concept of moleculecular forces is classified intermediate.

scholarly journals Supplemental Instruction as a Tool for Students' Academic Performance in Higher Education

2021 ◽  
Author(s):  
Oyinlola Omolara Adebola
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
South African ◽  
Thematic Analysis ◽  
Academic Support ◽  
Supplemental Instruction ◽  
Dropout Rate ◽  
First Year ◽  
Successful Implementation ◽  
First Year Students

Supplemental instruction (SI), which can be referred to as academic support has been linked to the successful academic performance of university students both locally and internationally. This study explores the successful implementation of SI to encourage students toward academic performance in a South African university. Constructivism theory (CT) was adopted as the theoretical framework for the study while Participatory Research (PR) was the research design. A focused group interview was used to collect data because of its relevance and assumptions of academic support such as supplemental instruction. Two lecturers, two tutors, two tutees, and two SI personnel were selected for the study from a selected university. At the same time, thematic analysis was chosen to analyse the data generated. The findings showed that through the intervention of SI, first-year students' academic performance increased while the dropout rate has also reduced.

scholarly journals The Impacts on Peer Tutors of Leading Group Supplemental Instruction for First-Year Engineering Students

2020 ◽  
Author(s):  
Caroline Ghio ◽  
Sydney Morris ◽  
Hannah Boyce ◽  
Bradley Priem ◽  
Paul DiMilla ◽  
...  
Keyword(s):  
Engineering Students ◽  
Supplemental Instruction ◽  
First Year ◽  
Peer Tutors

scholarly journals 165 Learning Communities in Horticulture Enhance Student Learning

HortScience ◽  
1999 ◽  
Vol 34 (3) ◽  
pp. 470E-470
Author(s):  
Gail R. Nonnecke
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Curriculum Design ◽  
Supplemental Instruction ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Academic Assistance ◽  
Composition Course ◽  
Students First

A learning community was developed for first-year students majoring in horticulture at Iowa State Univ. in 1998. Learning communities are a curriculum design that schedules courses for both students and faculty to encourage community and connections among students, between students and faculty, and among faculty. Learning communities can offer students more opportunities for interactions among each other, academic assistance through supplemental instruction and/or group study sessions, and planned horticulture-related activities, all of which are important for success and retention of first-year students. First-year students in the horticulture learning community enrolled in the same courses and sections of five courses. The first-year English composition course was linked to the second-year principles of horticulture course that requires writing-across-the-curriculum activities. Faculty mentoring was provided through local field trips to horticultural sites of keen interest to the students. Academic environment survey results showed students rated their expectations highly for developing a network of other students as a resource group and for learning cooperatively in groups. Iowa State Univ. supports learning communities by providing faculty development and facilitating course registration, peer mentoring, supplemental instruction for challenging core courses, and academic and student services, to strengthen undergraduate teaching programs within and outside of the classroom.

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