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The Effects of Virtual Labs and Cooperative Learning on Student Achievement and Motivation in Anatomy Instruction. <ul><li...
<ul><li>300 students per semester </li></ul><ul><li>4 credit course </li></ul><ul><li>15 lab sections taught by 7 GAs </li...
HSC 214 – Anatomy Study Virtual Labs via Simulation Software Anatomy & Physiology Revealed 3.0 (APR) Cooperative Learning ...
Study #1 – Spring 2010  APR Only Lab  Cadaver Only Lab Simulated Lab Cadaver Lab <ul><li>Conclusions: </li></ul><ul><li>Re...
Study #2 – Fall 2011  Experimental-control Study: 2 Instructional Technology (APR, Cadaver) X 2 Cooperative Learning (Jigs...
Study #2 – Fall 2011  Jigsaw + APR Software
Study #2 – Results  <ul><li>Quantitative: </li></ul><ul><li>Outcome Variables </li></ul><ul><ul><li>Achievement (Quiz Grad...
Achievement Results Result: Students who participated in the jigsaw activity performed better* than those that didn’t on t...
Results:  Achievement  Result: Students who studied with APR in lab performed worse on the intial quiz, but the same as ca...
Results:  Motivation  Result: Students who participated in the jigsaw activity had higher motivation* than those who didn’...
Results:  Motivation  Result: Students who studied with APR in lab had lower motivation* than cadaver-only students.  *F=2...
Results:  Motivation Result: Results suggest* that the jigsaw activity ameliorated decreases in motivation observed in the...
Results:  Epistemic Regulation  Result: Students who participated in the jigsaw activity had higher epistemic regulation (...
Study #2 –  Results  <ul><li>Qualitative (Regarding Jigsaw Activity): </li></ul><ul><li>I liked how I was able  to teach a...
Next Steps <ul><li>Analyze Remaining Data & Submit Manuscript for Publication </li></ul><ul><li>Jigsaw and APR are being i...
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Jigsaw & Anatomy

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Transcript of "Jigsaw & Anatomy "

  1. 1. The Effects of Virtual Labs and Cooperative Learning on Student Achievement and Motivation in Anatomy Instruction. <ul><li>Andy Saltarelli, Ph.D. </li></ul><ul><li>Faculty Center for Innovative Teaching </li></ul><ul><li>Central Michigan University </li></ul><ul><li>facit.cmich.edu </li></ul><ul><li>William Saltarelli, Ph.D. </li></ul><ul><li>College of Health Professions </li></ul><ul><li>Central Michigan Univeristy </li></ul>
  2. 2. <ul><li>300 students per semester </li></ul><ul><li>4 credit course </li></ul><ul><li>15 lab sections taught by 7 GAs </li></ul><ul><li>1 large lecture and 2 labs per week </li></ul><ul><li>DEW ~30% </li></ul>HSC 214 – Human Anatomy
  3. 3. HSC 214 – Anatomy Study Virtual Labs via Simulation Software Anatomy & Physiology Revealed 3.0 (APR) Cooperative Learning via Jigsaw (Johnson & Johnson, 1998) Two Interventions
  4. 4. Study #1 – Spring 2010 APR Only Lab Cadaver Only Lab Simulated Lab Cadaver Lab <ul><li>Conclusions: </li></ul><ul><li>Results: Cadaver-only students performed better than APR-only </li></ul><ul><li>Explanation: We did not teach students how to use the APR software well and perceptions of software were poor </li></ul><ul><li>Solution: Infuse active learning (e.g., cooperative learning) to ameliorate observed negative effects of simulation software </li></ul>VS
  5. 5. Study #2 – Fall 2011 Experimental-control Study: 2 Instructional Technology (APR, Cadaver) X 2 Cooperative Learning (Jigsaw, No Jigsaw) APR + Jigsaw APR + Individual Cadaver + Jigsaw Cadaver + Individual APR Software Cadaver Only Jigsaw Individual
  6. 6. Study #2 – Fall 2011 Jigsaw + APR Software
  7. 7. Study #2 – Results <ul><li>Quantitative: </li></ul><ul><li>Outcome Variables </li></ul><ul><ul><li>Achievement (Quiz Grade, 1-Week Retention, Overall Course Grade) </li></ul></ul><ul><ul><li>Intrinsic Motivation (Relatedness, Interest, Value) </li></ul></ul><ul><ul><li>Cooperative Perceptions (Cooperative, Competitive, Individualistic) </li></ul></ul><ul><ul><li>Conflict Regulation (Epistemic, Relational) </li></ul></ul><ul><ul><li>Attitude Toward Technology </li></ul></ul>
  8. 8. Achievement Results Result: Students who participated in the jigsaw activity performed better* than those that didn’t on the 1-week retention quiz . *Wilks's λ=.97, F (1,218) p = .04
  9. 9. Results: Achievement Result: Students who studied with APR in lab performed worse on the intial quiz, but the same as cadaver-only on the 1-week retention quiz.
  10. 10. Results: Motivation Result: Students who participated in the jigsaw activity had higher motivation* than those who didn’t participate. *F=5.96, P=.01
  11. 11. Results: Motivation Result: Students who studied with APR in lab had lower motivation* than cadaver-only students. *F=28.83, P<.001
  12. 12. Results: Motivation Result: Results suggest* that the jigsaw activity ameliorated decreases in motivation observed in the APR group. *Jig x APR Interaction, F = 6.57, p = . 01
  13. 13. Results: Epistemic Regulation Result: Students who participated in the jigsaw activity had higher epistemic regulation (more focused on learning content)* those who didn’t participate. *Wilks's λ=.95, F (1,213) p < .01
  14. 14. Study #2 – Results <ul><li>Qualitative (Regarding Jigsaw Activity): </li></ul><ul><li>I liked how I was able to teach and be taught at the same time. </li></ul><ul><li>I liked teaching my objectives to others . It helped me learn more in depth. </li></ul><ul><li>I liked this activity because it allows us to work together more and receive feedbac k from each other. </li></ul><ul><li>I enjoyed teaching the material to others. It makes it so I have to master it in order to teach it. </li></ul><ul><li>The group activity helped me get more involved and learn different ways to study the material. </li></ul>
  15. 15. Next Steps <ul><li>Analyze Remaining Data & Submit Manuscript for Publication </li></ul><ul><li>Jigsaw and APR are being introduced large-scale in HSC 214 (honors section) </li></ul><ul><li>Present simulations and cooperative learning as evidence-based, proof-of-concept “interventions” to improve student learning and retention in large STEM courses (e.g., MTH 105, CHM 132-133) </li></ul>
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