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1.
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2.
Team‐based learning (TBL) combines independent out of class preparation with in class small group discussion. We adopted TBL in teaching first year medical gross anatomy. In this study, we evaluated student perceptions of TBL by using a survey that elicited perceptions of both pedagogy and mode of learning. Anatomy lectures were replaced with required preclass readings, self‐assessment quizzes, small group discussions of assignments, and groups retaking the same quizzes for deeper learning. At the course conclusion, students were surveyed to assess their preference for TBL, their perceptions of TBL effectiveness, and their perceptions of successful interpersonal relationships within groups. Respondents (n = 317; 89% response) were asked to rate the extent that they agreed (?2 = strongly disagree; ?1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree). A principal components factor analysis with varimax rotation identified two 8‐item factors: “perceptions of TBL” and “perceptions of teamwork.” Internal consistency for each was high [Cronbach's alpha = 0.908 (preference for TBL); 0.884 (preference of teamwork)]. Results of one‐way analysis of variance between Honors/High Pass/Pass/Fail students indicated that Honors (n = 73) tended to rate perceptions of TBL higher than Pass (n = 54) [mean difference = 2.92; 95% CI (0.05, 5.79)], and also higher than Fail (n = 11) [mean difference = 6.30; 95% CI (1.13, 11.47)]. However, each had overallpositive ratings. No difference was noted between mean ratings of teamwork, which were also, overall, positive. We conclude that medical students view TBL favorably irrespective of their grades. Anat Sci Educ 2:150–155, 2009. © 2009 American Association of Anatomists.  相似文献   

3.
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions.  相似文献   

4.
《学校用计算机》2013,30(4):37-48
Abstract

This study addressed the following question: Does a computerized test with an auto-score feature enhance students' test performance of phonic content compared to an existing paper-and-pencil test? Students in two four-semester-credit courses (teaching reading in the elementary school) formed the two treatment groups. The results indicate that on the one hand the two groups did not differ on performance-the computer group did not outperform the paper-and-pencil group. However, on the other hand, the use of the computerized assessment can be a valid, cost-effective replacement for the pencil-and-paper version.  相似文献   

5.
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p < .001). In addition, lab‐type courses receive higher ratings than lectures or tutorials, and courses in the social sciences receive higher ratings than courses in the natural sciences (p < .001). Regression analyses indicated, however, that student and course characteristics explain little variance in student ratings of their instructors (<7%). It is concluded that student ratings are more related to teaching instruction and behavior of the instructor than to these variables.  相似文献   

6.
This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.  相似文献   

7.
Abstract

Attitudes toward school subjects were explored in a group of sixth graders. First, correlations were obtained between ratings of school subjects on the Semantic Differential (SD) and scores on corresponding subtests of the SRA Achievement Series. Significant positive correlations (p < .01) were observed for boys in social studies, arithmetic, and reading and for girls in reading. Second, achievement at the end of the year was predicted from IQ, achievement and SD scores at the beginning of the year. SD ratings contributed significantly to predictions only in the case of arithmetic for boys (p < .01). Third, SD ratings of school subjects at the beginning and end of the year were compared by an anlysis of variance procedure. For both boys and girls, attitudes were significantly less favorable for most subjects at the end of the year.  相似文献   

8.
This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6–8, from two schools in rural southwest Virginia. Over a nine-week period, [The Math App] was deployed as an intervention for investigation. Students were assigned to game intervention treatment, and paper-and-pencil control conditions. For the game intervention condition, students learned fractions concepts by playing [The Math App]. In the analysis, students’ mathematical proficiency levels prior to the intervention were taken into account. Results indicate that students in the game intervention group showed higher mathematics proficiency than those in the paper-and-pencil group. Particularly, the significantly higher performances of intervention groups were noted among 7th graders and inclusion groups. The empirically derived results of the reported study could contribute to the field of educational video game research, which has not reached a consensus on the effects of games on students’ mathematics performance in classroom settings.  相似文献   

9.
Micro-counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test-related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role-playing, and videotape feedback of the role-playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre- and post-test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro-counseling approach was evident from both inexperienced and experienced graduate students.  相似文献   

10.
Six classes of first-grade children were given a sociometric question asking them with which classmates they would prefer to work. The children were classified by their reading groups, and their in-group and out-group choices were analyzed. Each class was naturally trichotomized into three reading groups; top, middle, and lower. The reading groups were the only enduring groups of the classes. It was found that the lower reading group members chose fewer than expected children from their own groups (p < . 025) and more than expected children from the top reading groups (p < . 001). Members of the middle reading groups made fewer than expected choices from the lower reading groups (p < . 01) and more than expected choices from the top reading groups (p < . 001). The top reading group members made fewer than expected choices from the lower reading groups (p < . 001), f ewer than expected choices from the middle reading groups (p < . 06), and chose within their own groups more than expected (p < . 001). The results were discussed in terms of group cohesiveness and possible group effects upon learning.  相似文献   

11.
This study compares student evaluations of instruction that were collected in-class with those gathered through an online survey. The two modes of administration were compared with respect to response rate, psychometric characteristics and mean ratings through different statistical analyses. Findings indicated that in-class evaluations produced a significantly higher response rate than online evaluation. In addition, Rasch analysis showed that mean ratings obtained in in-class evaluation were significantly higher than those obtained in online evaluation. Finally, the distributions of student attendance and expected grade in both modes were compared via chi-square tests, and were found to differ in the two modes of administration.  相似文献   

12.
This research was designed to determine whether (1) selecting a pre-student teaching field-based experience brought about significant differences in secondary student teachers’ self-concepts and performance; and (2) whether self-concept scores were predictors of performance ratings. Student teachers who had selected Project Interaction (PI) and those who had no early field experience (NF) were pre-and posttested on four self-concept variables, and rated on performance by cooperating teachers, supervisors, and by self-ratings. Pretest self-concept scores were correlated with performance ratings. Results indicated the PI group had significantly more conflict on the pretest, which was reversed on the posttest to produce a trend toward significantly less conflict. The PI group had significantly higher self-esteem than the NF group on the posttest. No significant differences were found on performance ratings, but cooperating teachers’ ratings did correlate with pretest self-concept scores. It was concluded that early field experience appeared to have latent positive effects on self-concept.  相似文献   

13.
Counselor-trainee response uncertainty and delayed supervisor feedback are two apparent difficulties when looking at the normal practicum procedures from a learning theory frame of reference. Twenty-four counselor trainees were randomly assigned to three experimental groups and one control group, i.e., immediate feedback, feedback and instructions, equipment present, and control. Audio tapes pre- and post-were selected and rated on empathy. An analysis of variance on the pre- and post-differences in ratings was computed resulting in a significant F-ratio (p < .05). Subsequent multiple comparisons showed all experimental groups significant when compared to the control group (p < .01) The results showed that all experimental conditions increased counselor trainees' empathic responses significantly.  相似文献   

14.
Algebra students studied either static-table, static-graphics, or interactive-graphics instructional worked examples that alternated with Algebra Cognitive Tutor practice problems. A control group did not study worked examples but solved both the instructional and practice problems on the Cognitive Tutor (CT). Students in the control group requested fewer hints and made fewer errors on the CT practice problems but required more learning time on the instructional examples. There was no difference among the four groups in constructing equations on a paper-and-pencil posttest or on a delayed test that included training and transfer problems. However, students who studied worked examples with a table were best at identifying the meaning of the equation components. The concept of transfer-appropriate processing (the overlap between instructional task and assessment task) aided our interpretation of the findings. Although the CT had a short-term effect on reducing errors and hint requests on CT practice problems, the worked examples were as effective on delayed paper-and-pencil tests. The subsequent construction of a new module for the Animation Tutor (Reed and Hoffman, Animation Tutor: Mixtures. Instructional software, 2011) used both the interactive-graphics and static-table worked examples to take advantage of the complementary strengths of different representations (Ainsworth, Learn Instr 16:183–198, 2006).  相似文献   

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16.
This study aimed at identifying the differences between a flipped classroom and a non-flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using post-tests, questionnaires and focus group interviews during the data collection process. Sixty-one students were the respondents involved in a non-randomised experiment with a control group design, while 10 representative students participated in a focus-group discussion. The results reported that post-test 1 showed no significant difference between the two groups of flipped and non-flipped classroom instruction (t = 1.68, p = .474), while post-tests 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). This finding shows that students in the flipped learning environment were more competent handling online tasks and activities, and were able to control their learning outcomes. The survey results showed that the flip-class setting fostered better peer interaction and autonomous learning skills among the students. The flip-class environment had also a positive influence on students’ intrinsic motivation. The qualitative findings from the students’ interviews revealed that students were motivated by the video-recorded lectures, self-regulated learning environments, engagement in class activities and peer interaction. Conclusions from this study showed that the flip-class setting had successfully established the basic psychological needs of SDT, namely: competency, autonomy and relatedness in a flipped classroom model.  相似文献   

17.
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement.  相似文献   

18.
This paper presents an assessment of the effects which a brief training program had on teaching effectiveness of graduate teaching assistants (TAs). Twenty-two inexperienced and previously untrained university TAs from economics, geography, and business administration were assigned to a training or control group by a stratified random method with stratification based on TA departmental affiliation. Teaching experts rated two videotapes of each Ta's university class, one tape made before training and one following training. Ratings were obtained on two factors: (1) planning instruction to meet clear goals and organizing meaningful content in a logical fashion, and (2) involving students in instruction. Results from analyses of covariance indicate that the training group received significantly higher final ratings than the control group on the total score and on each of the two factors when final scores were adjusted for group differences in initial ratings. Teaching experience alone did not result in significantly higher ratings for control group TAs. Participants in training evaluated most topics and the overall program favorably both immediately after training and one semester later.  相似文献   

19.
Abstract

This study explored relationships of performance assessments for student teachers among three groups of raters. A 78-item evaluation instrument was administered to 47 student teachers and to their academic and field supervisors. Analysis of the seven subsections of the instrument revealed that student teachers’ self-evaluations were significantly higher, for most categories, than either academic or field supervisors’ ratings. The high degree of agreement between the two types of supervisory ratings on all categories suggest the presence of halo effects.  相似文献   

20.
This study investigated potential differences in career indecision for adult children of alcoholics (ACOAs) and adult children of non-alcoholics (non-ACOAs) attending college. Using a sample of community college students, the relationships among irrational thinking, anxiety and career indecision were compared between ACOAs and non-ACOAs. ACOAs received significantly higher scores than non-ACOAs on state anxiety, p < .01, trait anxiety, p < .001. (as measured by the State-Trait Anxiety Inventory; Speilberger, Gorsuch, and Lushene, 1983.) Although both groups were similar in their overall levels of career indecision, there were significant relationships among irrational thinking, trait anxiety and career identity for ACOAs that were less present for non-ACOAs. Results of this study suggest career indecision may be more chronic and problematic for ACOAs than for non-ACOAs.  相似文献   

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