Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
A study of causes of students’ absenteeism in D.E.I. Educational Institutions...AMAR SHAKTI KUMAR
After research I have been found the causes of absenteeism and I have given suggestions for decrease it.
The causes of absenteeism are:-
1) Students don’t like timing of the class.
2) Students not interested in particular subject.
3) They don’t like instructor.
The entire study is based on primary data which have collected by filling questioner by all three study centers Students of B.com I Agra.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Measuring actual learning versus feelings of learning (Journal Club)Chris Willmott
Slides from Bioscience Pedagogic Research Journal Club meeting at the University of Leicester, UK. The meeting discussed "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" a study by Louis Deslauriers and colleagues at Harvard University.
Title Page in APA style with Running HeadAPA style AbstractInt.docxherthalearmont
Title Page in APA style with Running Head
APA style Abstract
Introduction
(Enter information in a bulleted format. Each bullet should be followed by 2-4 sentences.)
*NOTE: This first table is an example. You will need to delete the information in the table then, enter your question & data.
Results
Question: What is the relationship between academic interest and academic performance?
Allen & Robbins (2010)
Background Theory/Past Research Quote: Page 24
“When applied to students in postsecondary education, Holland’s theory suggests that students are more likely to be satisfied and succeed when their interests are congruent with their academic environments (Smart, Feldman, & Ethington, 2000).”
“In another study, first-year GPA and a measure of interest–major congruence both had relatively large effects on whether students changed major, suggesting that students with greater interest–major congruence are (a) more satisfied with their academic program and (b) more likely to graduate in a timely fashion due to not changing majors (Allen & Robbins, 2008).”
Background Theory/Past Research: Page 24
Students are more likely to do well in college when their interests are related to their major and academic environment (Smart, Feldman, & Ethington as cited in Allen & Robbins, 2010). Students whose major and interests are closely related are likely to graduate more quickly because of their low likelihood of changing majors (Allen & Robbins as cited in Allen & Robbins, 2008).
Research Hypothesis Quote:
Page 25
“Thus, we hypothesize that higher interest–major congruence has a positive effect on first-year academic performance. By virtue of having greater satisfaction with students’ major, Holland’s theory also suggests that greater interest–major congruence will lead to students satisfying their degree requirements earlier.”
“Thus, our second hypothesis is that interest–major congruence has a positive direct affect on timely degree attainment (beyond the effects of first-year academic performance).”
Research Hypothesis:
Page 25
Students with higher interest-major congruence will do better in their first year at college. Also, Allen & Robbins hypothesized that students with higher interest-major congruence will also earn their degree faster.
Methods Quote:
Page 26-8
“Furthermore, 3,860 (3,072 four-year and 788 two-year) of these students began as full-time students with expectations of earning at least a bachelor’s (4-year) or certificate (2-year) degree. This is the sample of students on which this study is based.”
“To be included in the study sample, students must (a) have taken the ACT tests of educational achievement and completed the Unisex Edition of the ACT Interest Inventory (UNIACT; ACT, 1995) when registering for the ACT;”
“The edition of UNIACT used in this study has 90 items (15 per scale) that describe work-relevant activities that are familiar to people either through participation or observation. For each item, students indicate wheth ...
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
A study of causes of students’ absenteeism in D.E.I. Educational Institutions...AMAR SHAKTI KUMAR
After research I have been found the causes of absenteeism and I have given suggestions for decrease it.
The causes of absenteeism are:-
1) Students don’t like timing of the class.
2) Students not interested in particular subject.
3) They don’t like instructor.
The entire study is based on primary data which have collected by filling questioner by all three study centers Students of B.com I Agra.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...Thiyagu K
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Measuring actual learning versus feelings of learning (Journal Club)Chris Willmott
Slides from Bioscience Pedagogic Research Journal Club meeting at the University of Leicester, UK. The meeting discussed "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" a study by Louis Deslauriers and colleagues at Harvard University.
Title Page in APA style with Running HeadAPA style AbstractInt.docxherthalearmont
Title Page in APA style with Running Head
APA style Abstract
Introduction
(Enter information in a bulleted format. Each bullet should be followed by 2-4 sentences.)
*NOTE: This first table is an example. You will need to delete the information in the table then, enter your question & data.
Results
Question: What is the relationship between academic interest and academic performance?
Allen & Robbins (2010)
Background Theory/Past Research Quote: Page 24
“When applied to students in postsecondary education, Holland’s theory suggests that students are more likely to be satisfied and succeed when their interests are congruent with their academic environments (Smart, Feldman, & Ethington, 2000).”
“In another study, first-year GPA and a measure of interest–major congruence both had relatively large effects on whether students changed major, suggesting that students with greater interest–major congruence are (a) more satisfied with their academic program and (b) more likely to graduate in a timely fashion due to not changing majors (Allen & Robbins, 2008).”
Background Theory/Past Research: Page 24
Students are more likely to do well in college when their interests are related to their major and academic environment (Smart, Feldman, & Ethington as cited in Allen & Robbins, 2010). Students whose major and interests are closely related are likely to graduate more quickly because of their low likelihood of changing majors (Allen & Robbins as cited in Allen & Robbins, 2008).
Research Hypothesis Quote:
Page 25
“Thus, we hypothesize that higher interest–major congruence has a positive effect on first-year academic performance. By virtue of having greater satisfaction with students’ major, Holland’s theory also suggests that greater interest–major congruence will lead to students satisfying their degree requirements earlier.”
“Thus, our second hypothesis is that interest–major congruence has a positive direct affect on timely degree attainment (beyond the effects of first-year academic performance).”
Research Hypothesis:
Page 25
Students with higher interest-major congruence will do better in their first year at college. Also, Allen & Robbins hypothesized that students with higher interest-major congruence will also earn their degree faster.
Methods Quote:
Page 26-8
“Furthermore, 3,860 (3,072 four-year and 788 two-year) of these students began as full-time students with expectations of earning at least a bachelor’s (4-year) or certificate (2-year) degree. This is the sample of students on which this study is based.”
“To be included in the study sample, students must (a) have taken the ACT tests of educational achievement and completed the Unisex Edition of the ACT Interest Inventory (UNIACT; ACT, 1995) when registering for the ACT;”
“The edition of UNIACT used in this study has 90 items (15 per scale) that describe work-relevant activities that are familiar to people either through participation or observation. For each item, students indicate wheth ...
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
he Comparative Study between Grade Level and Spelling Proficiency of Selected...Mariz Pascua
This is an informal research practice using a statistical treatment for the comparative data. Study requires further research and necessary treatment for reliable information.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
Dr. Nasrin Nazemzadeh, PhD Dissertation Defense, Dr. William Allan Kritsonis,...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Nasrin Nazemzadeh, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. The Impact of LAHHH on Student
Learning in a General Physics Course
Liam Contino; Christopher Dang; Amandip Singh; Drew Turner
Department of Physics at Oregon State University
Learning Assistant Homework Help Hours (LAHHH) are three-hour sessions held weekly
by Physics Learning Assistants. LAHHH is led by Learning Assistants, undergraduate
students who successfully completed the general physics series and who now offer
academic support to students enrolled in the PH 20x series. This research project set out
to investigate the effectiveness of LAHHH as a resource for students enrolled in PH 201
at Oregon State University. The main goal of the LAHHH includes offering a time and
space for peer-to-peer learning, providing classmates an opportunity to work
collaboratively on homework problems, and to study for exams with the help and guidance
of Learning Assistants (LAs). The study focused on evaluating the impact of LAHHH on
student performance in PH 201. The Learning Catalytics clicker system was used to
deliver survey questions regarding LAHHH utilization. GPA data was collected to separate
the students into four GPA quartiles to account for ability-based variance. Finally, midterm
scores were gathered. Collected data was then utilized to map out the relationship
between LAHHH attendance and exam scores. Normalized gains were considered in
order to observe the relationship between changes in LAHHH attendance and changes in
performance between exam 1 and exam 2. Analysis of the data yielded significant
observations in the lowest GPA quartile, as well as improvements in exam scores of
attendees from exam 1 to exam 2. Analysis of normalized gains also showed a positive
relationship between changes in LAHHH attendance and increase in exam scores.
Research Question and Hypothesis
Question: How does LAHHH attendance affect student performance on exams?
Hypothesis: Students that attend LAHHH will have higher midterm scores than
students who do not.
Methods of Inquiry
Studies conducted at University of Colorado Boulder, California State University Chico,
and Loyola Marymount University support the idea that learning assistants and
interactive engagement have a positive impact on student performance. This would
support our hypothesis since LAHHH has a high amount of LA availability and LA-
student interaction.
Students were surveyed the following questions:
How many LAHHH sessions did you attend before Midterm 1?
How many LAHHH sessions did you attend after Midterm 1?
Synthesis & Next Steps
Students who participate in more interactive engagement opportunities, like LAHHH, tend to
have larger gains than those who do not.
The data suggests that students who struggle in their studies are more likely to seek out
academic resources, such as LAHHH, in order to better understand the material.
Selection bias in this study
Midterm averages of study participants is higher than the average of the class as a whole.
Students who were not present for class on the day the survey was conducted are not
included.
In a future study there should be a sign-in sheet at LAHHH sessions.
Students in this study had to think back 8 weeks to remember how many sessions they
went to, may be inaccurate.
Data was not collected from students who withdrew from the course before week 8.
Acknowledgements
We want to thank the Oregon State University Physics Department for funding the
Learning Assistant program. Special thanks to Kenneth Walsh, the supervisor of LAHHH
and professor for the General Physics course used in this study, and also to Dennis
Bennett for his contributions to the study design.
References
1.Coletta, Vincent P., and Jeffrey A. Phillips. "Interpreting FCI scores: Normalized gain,
preinstruction scores, and scientific reasoning ability." American Journal of Physics 73.12
(2005): 1172-1182.
2.Otero, Valerie, Steven Pollock, and Noah Finkelstein. "A physics department’s role in preparing
physics teachers: The Colorado learning assistant model." American Journal of Physics 78.11
(2010): 1218-1224.
3.Van Dusen, Ben, Laurie Langdon, and Valerie Otero. "Learning Assistant Supported Student
Outcomes (LASSO) study initial findings." arXiv preprint arXiv:1509.05358 (2015).
Figure 1: LAHHH attendance breakdown by
quartiles: Q1 represents students who were in
the top quartile in terms of cumulative GPA
prior to entering fall term.
Analysis of the charts in Figure 1 shows that
LAHHH attendance was similar for students
from each quartile, and that each GPA quartile
was represented fairly evenly throughout the
term.
Figure 2: Mean + SEM for quartile 1-4 comparing average
midterm 1 scores for students who attended LAHHH prior to
midterm 1 and students who did not attend.
Q1: nNo = 45, nyes = 26, t-test probability, two-tailed, t-value = 0.36, p-value = 0.720
Q2: nNo = 48, nYes = 24, t-test probability, two-tailed, t-value = 1.39, p-value = 0.171
Q3: nNo = 52, nYes = 19, t-test probability, two-tailed, t-value = 1.05, p-value = 0.301
Q4: nNo = 53, nYes = 18, t-test probability, two-tailed, t-value = 2.83, p-value = 0.007
Figure 3: Mean + SEM for quartile 1-4 comparing average
midterm 2 scores for students who attended LAHHH between
midterm 1 and 2 and students who did not attend.
Q1: nNo = 41, nyes = 30, t-test probability, two-tailed, t-value = 0.05, p-value = 0.954
Q2: nNo = 43, nYes = 29, t-test probability, two-tailed, t value = 0.612, p-value = 0.542
Q3: nNo = 54, nYes = 17, t-test probability, two-tailed, t value = 1.02, p-value = 0.318
Q4: nNo = 47, nYes = 24, t-test probability, two-tailed, t value = 0.429, p-value = 0.670
Based on Figure 2 and Figure 3, student GPA can be used as a good indicator of exam
scores. The most drastic change between midterm 1 and midterm 2 occurred in quartile
4, which was analyzed more in-depth in Figure 4.
Data & Findings
Figure 4: Mean + SEM for Q4 students who attended LAHHH before midterm 1
but did not attend after midterm 1.
Midterm 1 (adj) score = Midterm 2avg = 1.03*Midterm 1avg score
n=7, t-test probability, two-tailed, matched pairs t-value = 3.713, p-value = 0.0099.
Investigating the performance of Q4 students further provided some additional insight
into LAHHH effects on student performance. Based on Figure 4, Q4 students who
previously attended LAHHH before midterm 1, but stopped attending LAHHH after
midterm 1, showed about an 8-10% drop on average in midterm 2 scores, another
statistically significant find. These results seem to indicate that continued attendance
aided in providing stability to exam scores from midterm 1 to midterm 2, whereas
decreases in attendance were strongly associated with a significant drop in exam score
averages
Figure 5: Average normalized gains for students based on
change to LAHHH attendance after midterm 1.
n4: 8, n3: 11, n2: 21, n1: 40, n0:142, n-1: 38, n-2: 23
Normalized Gains (Coletta &
Phillips) is a useful analytical tool
to see if increased frequency (in
this case, LAHHH attendance)
correlates with higher academic
gains (in this case, between exams
1 and 2). The normalized gains
analysis quantified the gains in
exam scores made by students
who attended LAHHH hours,
regardless of which GPA quartile
they fell into. The positive trend is
suggestive that those who visited
LAHHH more frequently in
between the two midterms in the
class yielded the highest gains in
midterm score.
Data & Findings, Cont.
Section 1: First, attendance was analyzed to determine if there were enough stu-
dents from each quartile being represented at LAHHH sessions. It was important to deter-
mine that our analysis was not being too heavily influenced by one quartile
Section 2: Given a similar presence at LAHHH from each quartile, this section
set out to determine if breaking up students into quartiles based on GPA was a valid
method to analyze student performance on exams. This was necessary in order to
determine if our matched pairs analysis for Q4 students (Figure 4) would provide valid
results.
Section 3: Based on Figure 2 and Figure 3 we noticed a sharp decline in
midterm scores for quartile 4 students who were attending LAHHH. It was noted that
most of the quartile 4 students who had performed well on the first exam stopped
coming, prior to the second exam. If LAHHH was having no influence on these
students we would expect quartile 4 students average score on midterm 2 to increase;
however, we did not see an increase in midterm 2 scores for quartile 4 students that
did not attend LAHHH.
Section 4: Based on the results from analyzing Figure 4, we sought to further
quantify the correlation present between changes in LAHHH attendances after the first
exam and midterm 2 scores. Figure 5 expresses the usage of normalized gains to
achieve quantification of such correlations.
Data & Findings, Cont.Abstract