Improving Exam Scores through Active Learning in Geoscience Courses
Discover how active learning strategies in introductory geoscience courses can significantly boost exam performance and improve student outcomes. Explore the benefits of engagement and participation for enhanced grades and reduced failure rates based on research findings.
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Presentation Transcript
Forecasting Exam Scores Based on How Students Participate in Introductory Geoscience Courses (using PowerPoint!) PERRY SAMSON UNIVERSITY OF MICHIGAN-ANN ARBOR
Active Learning The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics PNAS 2014 111 (23) 8410-8415 @PJSAMSON
SafariScreenSnapz022.jpg View Slides Pose/Review Questions Student View ------------------- Active Learning Platform Bookmark Slides Note Confusion Take Notes Video Capture Screen Capture
Q. When I have questions in class, I am comfortable asking them verbally. The Value of Anonymity in Inquiry @PJSAMSON
Q. When I have questions in class, I am comfortable asking them verbally. The Value of Anonymity in Inquiry 4.5 Number of students 158 4.0 Number of questions asked 413 3.5 Avergae Questions/Student 3.0 Average number of questions/student 2.7 2.5 2.0 1.5 1.0 0.5 0.0 Female Male @PJSAMSON
Answer Questions Image- Base Questions Optional: Require students to justify their selection. Justify Answers @PJSAMSON
Creating an Ecosystem Notes Activity Answers Attendance Questions Posed Bookmarks Learning Analytics Database Lecture Capture Confusion
In the classroom From my school residence From elsewhere Missing 160 140 120 Number of Students 100 80 60 40 20 0
Assume You Knew Everything Your Students Did as Part of Class NOW WHAT?
Multiple Courses: Winter 2015 COURSE INSTRUCTOR SIZE MOVESCI 230 M. Gross 103 AOSS 102 F. Marsik 187
9 8 Relationship of Attendance vs. Grades 7 Classes Attended 6 5 4 3 AOSS 102 2 MOVESCI 230 1 0 <70 70-80 Exam 1 Grades 80-90 >90 @PJSAMSON
Relationship of Reviewing Lecture Capture vs. Grades 120 30 MOVESCI230 AOSS102 100 25 MOVESCI 230 AOSS 102 80 20 60 15 40 10 <70 70-80 Exam 1 Grades 80-90 >90
400 800 350 700 Notes Taken AOSS102/AOSS105 Relationship of Note Taking vs. Grades Notes Taken MOVESCI 230 300 600 250 500 200 400 AOSS 102 150 300 MOVESCI 230 100 200 <70 70-80 Exam 1 Grades 80-90 >90 @PJSAMSON
120 180 100 150 Relationship of Slide Viewing vs. Grades Slides w/Noyes: MOVSCI230 Slides w/Notes: AOSS102 80 120 60 90 40 60 AOSS 102 20 30 MOVESCI 230 0 0 <70 70-80 Exam 1 Grades 80-90 >90
100 90 80 Exam #1 Score 70 60 50 40 1.0 2.0 3.0 4.0 Incoming GPA
12 10 Number of Classes Attended 8 Attendance by itself is not a predictor of student success. 6 4 2 Attendance 0 <2.5 2.5-3.0 3.0-3.5 >3.5 Incoming Grade Point Average
Successful Students Behave Differently 25 Minutes of Lecture Capture Viewed per 20 15 Class 10 5 0 <2.5 2.5-3.0 Incoming Grade Point Average 3.0-3.5 >3.5 @PJSAMSON
350 300 Number of Slides Viewed 250 200 150 100 Number of Slides Viewed 50 0 <2.5 2.5-3.0 3.0-3.5 >3.5 Incoming Grade Point Average
140 120 Number of Slides Viewed 100 Number of Notes Taken 80 60 Low GPA students take five times fewer than high GPA students. 40 20 0 <2.5 2.5-3.0 3.0-3.5 >3.5 Incoming Grade Point Average
Lessons Learned 1. Student exam scores are related to in-class participation measured as slides viewed, notes taken and more. These terms should be valuable both for predictive analytics and as a basis for development of personalized feedback. 2. Levels of student participation are related to students incoming grade point average. This supports the possibility that low grade point students lack motivation or study skills rather than cognitive ability. @PJSAMSON
