Students do poorly on exam 1. Many report exam was not what they expected, they did not dedicate sufficient time, did not study the right thing. Need to emphasis what and how to study?
Students are told to cut up tissue charts at home and reassemble them as a puzzle. The majority of students do not do this activity. Do students need to see studying modeled for them?
I cut up and made 12 individual packs of all 6 tissue charts. Students could work singly or in groups of two to talk about and reassemble the puzzle pieces into whole charts. Students could do one chart over and over again, or complete them all. I allowed students one class period of 1 hour 15 minutes to study the material on tissues.I walked around the classroom, keeping them on track and asking/answering questions, so I know they were working on tissues the entire time.
47 students in activity group. 107 students w/no activity. Control average: 69.0. Activity average: 68.5. 107 students in control cohort recieving A /B: 17%. In activity cohort: 27 %. Class averages did not change. Some grades in the class shifted upward. Perhaps B and C students improve at least one letter grade with a concencentrated active learning.
I will continue to do this activity, and encourage students to attend office hours, tutoring, counselling, study sessions. Students not doing well after the first exam will be referred to early alert so that a counselor can determine if other factors are interfering with their learning (lack of food, housing, support, time).
Students do poorly on exam 1. Students participated in a study activity during one class period one week before exam 1. The activity emphasized novel presentation of material (puzzle), repetition, additional study time, interaction with other students and the instructor. The material studied accounted for about 50% of the first exam. Averages of the exam 1 did not differ from averages of 7 previous classes, but grades of A and B almost doubled in the activity group.