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.

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).

scholarly journals THE APPLICATION OF SSCS TYPE PROBLEM BASED LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES

2019 ◽  
Vol 7 (1) ◽  
pp. 94-108
Author(s):  
Nina Erlina
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Type Problem ◽  
The Subject ◽  
Improve Student Learning

This research discusses the application of the SSCS type problem based learning model to improve student learning outcomes in class X1 AK1 SMKN 1 Sungailiat. The research method used in this study is PTK that is done with the type of search, solve, create, and share (SCSS) in the subject of Accounting material about closing journal. The findings show: 1) the SSCS type problem based learning model can improve student learning outcomes, this can be proven by comparing the test scores in each cycle. 2) this learning model is also able to overcome miss-matches, especially on social concepts that are abstract and require real evidence from real life to brought into the learning process. 3) obstacles encountered related to the application of this learning method namely: a) the teacher involved was not accustomed to using PBL learning models with this type of SSCS before,  so that it had a little difficulty in applying it. After several meetings, the teacher is accustomed to adapt in optimizing their use for learning activities of students in the classroom. b) students want the learning phase and the experiments they do are designed to be more interesting and interactive, and contain examples of real activities that are more related to the material discussed.

Team-Based Learning in a Coaching Education Course: Impact on Student Learning

2020 ◽  
Vol 39 (1) ◽  
pp. 28-35
Author(s):  
Karen E. Collins ◽  
Catherine E. Overson ◽  
Victor A. Benassi
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Applied Learning ◽  
Coaching Education ◽  
Team Based Learning

Purpose: The authors implemented an active learning teaching strategy in a coaching education course utilizing a modified team-based learning (TBL) approach, assessing the learning benefits and satisfaction of students’ experience. Method: After reviewing preparatory background materials, 35 students responded in-class to prompts in developing coaching action plans. Students completed two in-class learning activities: one on their own (Solo) and one as a group (TBL). The authors examined student performance on exam transfer questions for the two activities. Later, students reported on their satisfaction with the learning activities. Results: Students performed better on exam transfer questions related to their TBL and Solo conditions (p < .003, d = 0.75). Students reported a preference for working in teams compared with working on their own in developing case studies (p < .06, d = 0.63). Discussion/Conclusion: Results highlight the benefits of TBL in a coaching education classroom emphasizing how preparation, collaboration, and applied learning activities impact student learning outcomes.

scholarly journals PENERAPAN METODE STUDENT ACTIVE LEARNING (SAL) MELALUI MULTI MEDIA POWER POINT UNTUK MENINGKATKAN KEAKTIFAN, KETERAMPILAN BERDISKUSI, DAN HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 6 (1) ◽  
pp. 100
Author(s):  
Rustinah Rustinah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Math Learning ◽  
Learning Mathematics ◽  
Learning Scenarios ◽  
Power Point ◽  
Media Power

The purpose of this study is find math learning scenarios format with active student learning method of learning mathematics by using multimedia power point to determine how much influence can enhance the activity, discuss the skills and student learning outcomes. Subjects examined or samples studied were students who study at grade students geometry IX.2 SMP Negeri 3 Batanghari, East Lampung. This study occurred during the three months using three cycles. The variables measured in the study include the involvement of the student in the learning process, skills in using media power point and student learning outcomes. Conclusions of this research is that it can increase the creativity of teachers using a variety of learning resources and selection methods that can encourage the creation of a learning process student active learning with contextual approach through multimedia. Can enhance the activity, and fun atusiasme students during the learning process, improve students' skills in solving problems and improve learning outcomes, especially the material geometry.

scholarly journals The Efforts of Improving Motivation and Learning Outcomes Through The Power Of Two Type in the History Subject at Grade X Iis 3 in Sman 7 Solok Selatan

2020 ◽  
Vol 2 (1) ◽  
pp. 160-168
Author(s):  
Yondri Fernando ◽  
Siti Fatimah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Analysis Technique ◽  
Active Learning Strategy ◽  
Motivation And Learning

The active learning strategy of the Power of Two type means the active learning strategy which in its application uses the strength learning techniques of two people to increase motivation and learning outcomes. Based on this, this research aims to determine the efforts to improve motivation and learning outcomes through the The Power of Two type in the History Subject at grade X IIS 3 in SMAN 7 Solok Selatan. The research method used was a classroom action research. The research was conducted in SMAN 7 Solok Selatan in the second semester of the 2018/2019 academic year. The research subjects were 24 students of grade X IIS 3. The researchwas conducted in 3 cycles: planning, action, observation and reflection phase. The data analysis technique consisted of a descriptive and qualitative analysis. The results of the research were as follows (1) The use of the The Power of Two type could increase the motivation of students of grade XI IIS 3 in SMAN 7 Solok Selatan; in the first cycle the motivation for the medium category was 49.72%, increasing to 58.76%; cycle II and cycle III were included in the high category with a percentage of 69.23% and (2) The use of the The Power of Two type could improve student learning outcomes of grade XI IIS 3 in SMAN 7 Solok Selatan. In the first cycle, the mean score of the student learning outcomes was unsatisfactory: 64.58 with a percentage of completeness of 12.5%. Then, the second cycle increased by an mean score of 71.67 with a percentage of completeness of 20.83%% and in the third cycle of 78.75 with a percentage of completeness 87.5%.

scholarly journals PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE QUIZ TEAM TERHADAP HASIL BELAJAR SISWA (Penelitian Eksperimen Quasi Pada Mata Pelajaran Ekonomi Kelas X di SMA Negeri 1 Gegesik Kabupaten Cirebon)

2021 ◽  
Vol 7 (2) ◽  
pp. 71-79
Author(s):  
Poy Saefullah Zevender
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Comparative Approach ◽  
Quasi Experimental ◽  
Approach Method ◽  
Positive Effect ◽  
Improve Student Learning

One of the main problems in formal learning is the low absorption of students because the learning process is still using the conventional model. The expected goal and contained in this study is to find out how students respond to economics subjects with the application of the quiz team type active learning learning model, to find out whether there are differences in learning outcomes in economics subjects between students who use or get the application of the quiz team type of active learning learning model and students who do not use or get the application of the quiz team type of active learning learning model, to find out whether the application of the quiz type of active learning learning model team influence on student learning outcomes in economic subjects. The research that the author has used is quasi-experimental. While the approach method that the author uses in this study is an experimental approach or a comparative approach, because in this study, the authors compare between two classes, one class using the application of an active learning learning model and the other using a conventional learning model. The results showed that there was an effect of the active learning model on student learning outcomes. This is evidenced by the average final test scores obtained from the two groups, namely 79.12 for the experimental class and 70.35 for the control class. To see the magnitude of the effect, the R Square value of 0.626 means that active learning learning type quiz team has a positive effect of 67% on student learning outcomes. Thus, it can be concluded that economic learning with the application of the quiz team type of active learning learning model can effectively improve student learning outcomes. Keywords: quasi-experimental research, active learning model type quiz team, learning outcomes.

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