scholarly journals LET THE STUDENTS DESIGN THEIR OWN EXPERIMENTS!

2019 ◽  
Author(s):  
Karen A. Lawrence
Keyword(s):  
Active Learning ◽  
Design Of Experiments ◽  
Learning Outcomes ◽  
Real Life ◽  
Engineering Practice ◽  
Directed Design ◽  
American Society ◽  
Student Reports ◽  
Industry Professionals ◽  
Student Confidence

The objective of this paper is to illustrate the use and benefits of a student-directed Design of Experiments (DOE) project as an active learning instrument within a second course in statistics for students enrolled in one of three programs in the Bachelor of Technology at the W. Booth School of Engineering Practice and Technology, McMaster University. Pedagogy will be considered, learning outcomes presented, level and depth of topic areas will be explored and evidence of benefit to the students will be shared. Examples of student objective statements will be given to show the level of interest in conducting a self-chosen experiment. Concluding comments from student reports will be highlighted to demonstrate how the project serves as a useful vehicle for discussing practicalities that arise in real life investigations. Lastly, details about the yearly American Society for Quality (ASQ) Student Quality Showcase event will be shared to demonstrate how interaction with industry professionals enhances student confidence and develops key attributes desired in engineering professionals.

scholarly journals Promoting an active form of learning out-of-class via answering online “study questions” leads to higher than expected exam scores in General Biology

PeerJ ◽  
2015 ◽  
Vol 3 ◽  
pp. e1322 ◽  
Author(s):  
Susan I. Gibson
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Active Form ◽  
Real Life ◽  
Student Learning Outcomes ◽  
General Biology ◽  
Online Study ◽  
Covering Material ◽  
Exam Scores

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g., from a “B-” to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

scholarly journals Promoting active learning out-of-class via online “study questions” leads to higher than expected exam scores in General Biology

2015 ◽  
Author(s):  
Susan I Gibson
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Real Life ◽  
Student Learning Outcomes ◽  
General Biology ◽  
Online Study ◽  
Covering Material ◽  
Exam Scores

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of a form of out-of-class active learning on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated, with feedback provided for 73% of the questions. Students in seven course sections (with an average of approximately 265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of approximately 1,323 questions (94.5 questions per lecture) covering material from the half of the semester for which the questions were available. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five (average of 2.3) exams administered to students in course sections that had access to the online study questions and on three to 77 (average of 24.8) exams administered to students in sections that lacked access to the online study questions. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6 percentage points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g. from a “B-“ to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system analyzed in this work required substantial effort to set up in the first year, but required minimal effort to maintain in subsequent years and was effective in significantly raising average exam scores for even very large course sections.

scholarly journals Promoting active learning out-of-class via online “study questions” leads to higher than expected exam scores in General Biology

2015 ◽  
Author(s):  
Susan I Gibson
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Real Life ◽  
Student Learning Outcomes ◽  
General Biology ◽  
Online Study ◽  
Covering Material ◽  
Exam Scores

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of a form of out-of-class active learning on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated, with feedback provided for 73% of the questions. Students in seven course sections (with an average of approximately 265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of approximately 1,323 questions (94.5 questions per lecture) covering material from the half of the semester for which the questions were available. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five (average of 2.3) exams administered to students in course sections that had access to the online study questions and on three to 77 (average of 24.8) exams administered to students in sections that lacked access to the online study questions. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6 percentage points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g. from a “B-“ to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system analyzed in this work required substantial effort to set up in the first year, but required minimal effort to maintain in subsequent years and was effective in significantly raising average exam scores for even very large course sections.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

scholarly journals Neural alignment predicts learning outcomes in students taking an introduction to computer science course

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Meir Meshulam ◽  
Liat Hasenfratz ◽  
Hanna Hillman ◽  
Yun-Fei Liu ◽  
Mai Nguyen ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Brain Activity ◽  
Activity Patterns ◽  
Real Life ◽  
Final Exam ◽  
Neural Representations ◽  
Real Life Setting ◽  
The Right ◽  
Mri Study

AbstractDespite major advances in measuring human brain activity during and after educational experiences, it is unclear how learners internalize new content, especially in real-life and online settings. In this work, we introduce a neural approach to predicting and assessing learning outcomes in a real-life setting. Our approach hinges on the idea that successful learning involves forming the right set of neural representations, which are captured in canonical activity patterns shared across individuals. Specifically, we hypothesized that learning is mirrored in neural alignment: the degree to which an individual learner’s neural representations match those of experts, as well as those of other learners. We tested this hypothesis in a longitudinal functional MRI study that regularly scanned college students enrolled in an introduction to computer science course. We additionally scanned graduate student experts in computer science. We show that alignment among students successfully predicts overall performance in a final exam. Furthermore, within individual students, we find better learning outcomes for concepts that evoke better alignment with experts and with other students, revealing neural patterns associated with specific learned concepts in individuals.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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