Recommended
More Related Content
What's hot
What's hot (20)
Similar to ASEE 2019 Karcher, Holloway, Pierson
Similar to ASEE 2019 Karcher, Holloway, Pierson (20)
Recently uploaded
Recently uploaded (20)
ASEE 2019 Karcher, Holloway, Pierson
- 1. Engineering Education and Quantified Self: Utilizing a Student-Centered Learning Analytics Tool to Improve Student Success Brandon Karcher, Bucknell University Dr. Beth Holloway, Purdue University Brittany Pierson, Purdue University
- 2. The Problem
- 3. The DFW (D, F, or Withdrawal) rate in past semesters of Thermodynamics I was very problematic. 2011 2012 2013 Fall Spring 28.2% 41.9% 22.3% 32.2% 20.8% 34.2%
- 4. The Study
- 7. 👩 🎓 209 engineering students 📝 2,630 entries created 🕔 Over 5,000 hours of studying 200 days of studying!
- 8. The Results
- 9. 🤷 ♀️ Entries: 4.28 vs. 3.77 (p=.025) 🤷 ♂️ Time: 1 hour more spent/exam Across all participants, female students studied more often and for longer than their male counterparts. Time: 2 hours more spent/exam in CHE (p=.026)
- 10. 🆘 Help Room = success (p=.009) among top and middle tiers 😖 Productivity rating and time invested do not align. Students spend the least amount of time on things they rate the most productive, help seeking behaviors.
- 11. Students struggled with positive exam mobility and high performing students were likely to repeat. 💣 Roughly 40% of poor performing students remained low scoring 🎉 Top performers repeated 54.3%, 60.5%, and 77.8% of the time
- 13. Recommendations
- 14. 🤷 Only half (48%) of students had logged behaviors before 🔔 Students need reminders (63%) 👀 Peer comparison was overwhelmingly valued (73%) Make sure you are cautious and intentional with the technology you use (if any at all).
- 15. 📜 New, unsolved problems were heralded as the best strategy 👩 🏫 Only the Help Room was statistically significant for performance 🤷 Common study suggestions often lack empirical evidence Before promoting the “most effective” study behaviors for your exams or courses, assess them first.
- 16. ⏱️ Total time spent studying poorly correlates with performance 💯 Help seeking behaviors are essential and correlated well to performance 💤 Encourage less time on activities that are not as productive We have to stress that effective time is better than more time and ensure students have help resources.
- 21. Course Message Board Help Room Office Hours Read Book Review Notes Review Old Problems/Quizzes Review Videos Supplemental Instruction (SI) Tutoring Work New Problems/Quizzes
Editor's Notes
- 10 minute presentation, 5 minute Q&A
- Across all participants, female students studied more often (n=67, mean=4.28 entries) than their male counterparts (n=142, mean=3.77 entries) with a small effect size (U=3842, z=-2.25, p = 0.025, r=.16), but there was no statistically significant difference (U=4075, z=-1.67, p=.095) in the amount of time spent studying. However, female students studied about one hour more than their male counterparts. These gender differences are magnified within the Chemical Engineering Calculations course, where the female students (n=22) studied nearly two hours longer (U=210, z=-2.22, p=0.026, r=.31) and more often (U=209, z=-2.26, p=0.024, r=.31) than their male counterparts (n=30), with medium effect sizes.
- A Kruskal-Wallis Test revealed the only activity that students differed significantly in was attending the Help Room, χ2 (2, n=209) =9.52, p=0.009, with post hoc tests showing the top (mean=.40 hrs) and middle ranks (mean=.26 hrs) spend more time in Help Rooms than the bottom group (mean=.10 hrs) with medium (r=.26) and small (r=.23) effect sizes respectively.
- In each comparison, roughly 40% of students who scored in the bottom tier repeated that performance in the subsequent exam. Alternatively, students who scored in the top tier were increasingly likely to score in the top on each subsequent exam. For example, students repeated a top tier performance 54.3%, 60.5%, and 77.8% of the time respectively. Comparison of students who were able to make the jump from bottom to top tier versus those that scored in the bottom both times revealed no significant differences. Also, while not statistically significant, students that performed in the top tier averaged more time spent on help seeking behaviors - office hours, Help Room, supplemental instruction.
- Only half of students had logged behaviors before (48%) Students need reminder notifications (63%) Students overwhelmingly value peer comparison (73%)
- Only half of students had logged behaviors before (48%) Students need reminder notifications (63%) Students overwhelmingly value peer comparison (73%)
- Only half of students had logged behaviors before (48%) Students need reminder notifications (63%) Students overwhelmingly value peer comparison (73%)