46 students took an exam with 50% multiple choice and 50% written. A t test showed no significant different between the grades from the 2 question types. Linear regression analysis showed an R squared value of .6. A student getting -8 on the MC, was likely to get close to a -8 on the written. This suggests to me that test preparation is more important than the type of question asked, but written portions will encourage additional development of writing skills.
Students in microbiology struggle with osmosis - the movement of water in and out of cells according to solute content of the environment. This is covered in the pre-req course (BIO 156 or 181). Bio fac have articulated these concepts across the courses. Unfortunately for the last couple of years students were directed to skip the pre-req since HS bio counts. Usually osmosis is taught by introducing terms first then numbers (the conceptual piece) to describe the relative differences in solute concentrations internal and external to cells.
Need: Streamline 1st 4 weeks of Differential Equations. Create clearer expectations, journal instructions, MATLAB directions, problem sets, and activities. Alleviate student confusion.
This CATS' purpose was to determine if part of an ACC230 exam resulted in a statistically significant difference between an onine course and a F2F course. In Fall of 2017, I piloted an ACC230 online class. I wondered if there would be a major grade/score difference on an Inventory Valuation problem using First-In-First-Out (FIFO) and Last-In-First-Out (LIFO) between the two, different, instructional modalities. I picked this accounting topic because it was used in two prior CATS (candy example). My hypothesis was that online students would score lower, because learning accounting online
One of the biggest challenges for nursing students is to acclimate to the world of the nursing school exam. Gone are the days of one right answer, the nursing student must learn how to prioritize several correct answers to determine which is the "most" correct. During the Spring 2017, utilization of the Adaptive Quizzing/Learning Resources was highly encouraged but not attached to course points. In Fall of 2017, the Adaptive Learning activities were attached to 39 of the 600 total course points, leading to a 206% increase in student utilization.
BIO 201 is considered a ‘sieve’ class, in that it often weeds out the students who are not ready to advance to more difficult classes, and it is not uncommon for 40-50% of the class to fail, making the holes in the sieve rather large.
High school biology is the only prerequisite to enroll in BIO201 and it seems that students who have taken a BIO 156/181 prior to 201 have performed better. To evaluate this observation, an informal survey was given to students to gather information about their previous biology experience.
My students always seem to be intimidated by the word exam. I wanted to see what and why this happens. I gave the students a "practice problem" on graphing functions based on algebra and calculus ideas. They were not allowed to work on it together, however I did not call it an exam. I wanted to see how they did knowing it was not an exam. The students performance on the "practice" was outstanding. There were small errors in the algebra but the overall concept was near perfect. Out of two sections, a total of 53 students, everyone scored 90% or better.
After completing midterm evaluations, students expressed a desire to have less lecture and more activities. Therefore, I designed and implemented a CATS to assess different approaches to learning in my COM 100 courses (5 sections) over a two-week experimental period. I compared a traditional lecture based approach (control group – 1 section), balanced lecture and interactive learning approach (experimental group 2 sections), and completely interactive learning approach with no lecture (experimental group 2 sections).
CUL205 is a sophomore level course, which introduces students to French cuisine. In the French culinary culture, “Le Repertoire de la Cuisine” is a world-renowned book used in advanced culinary courses. The book is a reference book of ingredients and not a “how to make” the food item. The goal of this CATS was to determine if the book was too advanced for students at a community college. Students in CUL205 are to write menus as part of their lab assignments, and they had to reference the textbook a minimum of 6 times for each menu during the course. A pre-post survey was administered
A prerequisite to physics is MAT182. Students need to know law of sine/cosine, and vector concepts from trig to be successful in physics. In the past, I would spend a lot of time classify triangles (SSS, ASA, etc) to help students know which "law" to use, and this was done at the end of the semester. I did not spend time using law of sine/cosine with vector applications . Students typically scored a low B on law of sine/cosine problems. In F17, I taught the "laws" and incorporated vectors in week 4 to show students real life applications.