scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

scholarly journals Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

2016 ◽  
Vol 19 (2) ◽  
pp. 15-31 ◽  
Author(s):  
Yasin Ozarslan ◽  
Ozlem Ozan
Keyword(s):  
Online Course ◽  
Distance Learners ◽  
Self Assessment ◽  
Chi Square ◽  
Final Exam ◽  
Undergraduate Level ◽  
Chi Square Test ◽  
Learner Profile ◽  
Exam Scores ◽  
And Gender

AbstractSelf-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners’ self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking behaviours and final exam scores or not. In addition, we investigated how self-assessment quiz taking behaviour differs with respect to learner profile. In line with this purpose, 677 students’ 6092 test events across Project Culture course on Sakai CLE LMS were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-Square test of independence, independent-samples t-test and descriptive statistics were utilized. The results revealed that learners who attended self-assessment quizzes regularly had higher final exam scores than others who did not attend those quizzes. Also, they were more satisfied with the course than others study field. In addition, learners who attended selfassessment quizzes regularly had a higher degree of perceived learning. However, number of attempts to those quizzes does not have an effect on final exam scores. On the other hand, a statistically significant relationship was found between attempt number and gender in favour of female learners.

scholarly journals The Dark Side of Narrow Gamification: Negative Impact of Assessment Gamification on Student Perceptions and Content Knowledge

2020 ◽  
Author(s):  
Hee Yoon Kwon ◽  
Koray Özpolat
Keyword(s):  
Student Perceptions ◽  
Content Knowledge ◽  
Negative Impact ◽  
Unintended Consequences ◽  
Dark Side ◽  
Final Exam ◽  
Classroom Activities ◽  
Course Experience ◽  
Exam Scores ◽  
Game Elements

We explored the effects of assessment gamification on students’ content knowledge and perceptions of satisfaction, course experience, learning, and impact of teaching techniques. The course preparation, attendance, quizzes, classroom activities, and team projects of an undergraduate operations and supply chain management course had game elements that accumulate to team advantages in the collaborative midterm and final exam. Interestingly, we found that gamifying assessment activities resulted in significantly lower content knowledge, satisfaction, and course experience. Difference in perceived learning was not significant. Also, team exam scores were significantly lower in the gamified group, whereas individual exam scores were not significantly different. This study contributes to the literature by providing empirical evidence that gamification in classroom may produce unintended consequences and implementing gamification restrictively to assessment is ineffective at best. Directions for further research are discussed.

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 Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum

2014 ◽  
Vol 28 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Kathy Shaw ◽  
Ali Rabatsky ◽  
Veronica Dishman ◽  
Christopher Meseke
Keyword(s):  
Grade Point Average ◽  
Univariate Analysis ◽  
Academic Preparation ◽  
Final Exam ◽  
Grade Point ◽  
Final Grade ◽  
Undergraduate Study ◽  
Course Grades ◽  
Post Hoc ◽  
Measures Of Performance

Objective This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

scholarly journals Factors associated with student performance on the medical residency test

2020 ◽  
Vol 66 (10) ◽  
pp. 1376-1382
Author(s):  
Maria Cristina de Andrade ◽  
Maria Wany Louzada Strufaldi ◽  
Rimarcs Gomes Ferreira ◽  
Gilmar Fernandes do Prado ◽  
Rosana Fiorini Puccini ◽  
...  
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Attitude Score ◽  
Medical Residency ◽  
Exam Score ◽  
Progress Test ◽  
Final Exam ◽  
Factors Associated ◽  
Attitude Test ◽  
Exam Scores

SUMMARY OBJECTIVE: To determine whether the scores of the Progress test, the Skills and Attitude test, and the medical internship are correlated with the medical residency exam performance of students who started medical school at the Federal University of São Paulo in 2009 METHODS: The scores of 684 Progress tests from years 1-6 of medical school, 111 Skills and Attitude exams (5th year), 228 performance coefficients for the 5th and 6th years of internship, and 211 scores on the medical residency exam were analyzed longitudinally. Correlations between scores were assessed by Pearson's correlation. Factors associated with medical residency scores were analyzed by linear regression. RESULTS: Scores of Progress tests from years 1-6 and the Skills and Attitude test showed at least one moderate and significant correlation with each other. The theoretical exam and final exam scores in the medical residency had a moderate correlation with performance in the internship. The score of the theoretical medical residency exam was associated with performance in internship year 6 (β=0.833; p<0.001), and the final medical residency exam score was associated with the Skills and Attitude score (β=0.587; p<0.001), 5th-year internship score, (β=0.060; p=0.025), and 6th-year Progress test score (β=0.038; p=0.061). CONCLUSIONS: The scores of these tests showed significant correlations. The medical residency exam scores were positively associated with the student's performance in the internship and on the Skills test, with a tendency for the final medical residency exam score to be associated with the 6th-year Progress test.

scholarly journals Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance*

2017 ◽  
Vol 31 (2) ◽  
pp. 96-101 ◽  
Author(s):  
Niu Zhang ◽  
Charles N.R. Henderson
Keyword(s):  
Student Performance ◽  
Question Type ◽  
Study Cohort ◽  
Final Exam ◽  
Effective Learning ◽  
Collaborative Testing ◽  
Chiropractic Education ◽  
Significant Difference ◽  
Expectation Hypothesis ◽  
Exam Scores

Objective: Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-specific exams during the course. (2) Requiring reasons for answer changes during collaborative topical exams would further enhance final-exam performance. (3) There would be a differential question-type effect on the cumulative final exam, with greater improvement in comprehension question scores compared to simple recall question scores. Methods: A total of 223 students participated in the study. Students were assigned to 1 of 2 study cohorts: (1) control – a traditional, noncollaborative, exam format; (2) collaborative exam only (CEO) – a collaborative format, not requiring answer change justification; and (3) collaborative exam with justification (CEJ) – a collaborative exam format, but requiring justification for answer changes. Results: Contrary to expectation (hypothesis 1), there was no significant difference between control and CEO final exam scores (p = .566). However, CEJ final exam scores were statistically greater (hypothesis 2) than the control (p = .010) and CEO (p = .011) scores. There was greater collaboration benefit when answering comprehension than recall questions during topic-specific exams (p = .000), but this did not differentially influence study cohort final exam scores (p = .571, hypothesis 3). Conclusion: We conclude that test collaboration with the requirement that students explain the reason for making answer changes is a more effective learning tool than simple collaboration that does not require answer change justification.

scholarly journals What factors impact student performance in introductory physics?

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244146
Author(s):  
Eric Burkholder ◽  
Lena Blackmon ◽  
Carl Wieman
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Introductory Physics ◽  
Concept Inventory ◽  
Act Scores ◽  
Course Performance ◽  
Final Exam ◽  
Substantial Impact ◽  
Physics Courses ◽  
Exam Scores

In a previous study, we found that students' incoming preparation in physics—crudely measured by concept inventory prescores and math SAT or ACT scores—explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students’ successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students’ use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students’ interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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