Learning Gains, Student Attitudes, and impacts on LA’s in Phys 1110 (Sp ‘03) S. Pollock With...

Learning Gains,Student Attitudes,

and impacts on LA’sin Phys 1110 (Sp ‘03)

S. Pollock

With NSF/STEM-TP support

Class structure/reforms

Conceptual emphasis: clickers in lecture

Tutorials: based on U Wash materials, with use of LA’S (Average attendance: 85%)

(Modest) explicit attention to “the hidden curriculum”:

thinking about thinking

reality link

coherence“Propaganda”: the value of collaboration, discussion.

Role/training of LA’sLA/TA training: Mon 5-6:30 every week

Roles: cover 3 (50 min) tutorials/wk

Partner with TA, but no recitation grading

1-2 help room hours/week

Help grade 1-2 midterms (long answer q’s)

Data CollectionFCI pre/post tutorial pre/post [clicker and exam]Detailed grade informationRegular student online surveysSALG surveyIn class anonymous surveysVASS/CLASS pre/post (Wendy Adams)

Danielle Harlow’s observationsLA/TA self reflections

Students

LA’s

Force Concept Inventory (FCI)

Phys 1110 Fa ‘03

R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

FCI gains

N=394 (of 562)Average = .62Median = .67

Normalized Gain

0

5

10

15

20

25

30

35

40

-0.5 -0.4 -0.2 -0.1 0 0.12 0.24 0.36 0.48 0.6 0.72 0.84 0.96

%

# of students

Phys 1110 Fa ‘03 pre-post

Force Concept Inventory

0

10

20

30

40

50

60

70

0 6.67 13.3 20 26.7 33.3 40 46.7 53.3 60 66.7 73.3 80 86.7 93.3 100

Score (%)

# of students

Pretest

Average pretest: 53%(N=507)

Force Concept Inventory

0

10

20

30

40

50

60

70

0 6.67 13.3 20 26.7 33.3 40 46.7 53.3 60 66.7 73.3 80 86.7 93.3 100

Score (%)

# of students

Pretest

Posttest

Average posttest: 81%(N=445)352 had post ≥ 70%

CLASS pre/post

0

20

40

60

80

100

0 20 40 60 80 100

Unfavorable

Favorable

Overall Pre

Indep. Pre

Coher. Pre

Conc. Pre

R. App. Pre

R. Care. Pre

Math Pre

Effort Pre

Skept. Pre

Overall Post

Indep. Post

Coher. Post

Conc. Post

R. App. Post

R. Care Post

Math Post

Effort Post

Skept. Post

CLASS results

Correlation of course grade (not including tutorial hw) to tut hw

Correlating course grade (except tut hw) with tut hw score (N=562) r=.73

51525354555657585

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

tutorial hw

Course score (85 max)

g known (N=394) r=.68 g unknown (N=168) r=.73

Skip more corr’s.

Correlate clicker with gradeCorrelate clicker score with grade

(N=555) r=.56

0.0

20.0

40.0

60.0

80.0

100.0

0.0 20.0 40.0 60.0 80.0 100.0

Clicker score (drop worst) (%)

Course grade (%)


Average class attendance: 80%

Correlate class attend with gradeCorrelate class attend with grade

(N=555) r=.50

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Lecture attendance (%)

Course grade (%)


Correlation of fci gain to tut hw

Correlate fci gain with clicker score(N=389) r=.26

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

0.0 20.0 40.0 60.0 80.0 100.0

Clicker score (drop worst) (%)

fci gain (%)

pretest 0-15 (N=204) r=.23 pretest 16-27 (N=185) r=.27

Correlating FCI gain with tutorial hw(N=394) r=.25

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

0 20 40 60 80 100

Tutorial hw (%)

g = (f-i)/(100%-i)

FCI Pre 0-15 (N=206) r=.25 FCI pre 16-27 (N=188) r=.20

Attitude about tutorialOnline midterm. N=464 (of 562)

Pos Neg

Tut. useful 57 21

Like tut. 21 44

Groups useful 72 8

Like groups 59 14

Anonymous question end of semester N=351

67 14

35 41

Online question end of semester, N=461

21.3% “Neg all along” 8.7%“more neg in the end”15.8% “positive all along” 54.2% “more pos in the end”

11

SALG end of sem, N=250

10

Learning value of class activities

Learning value of class activities

0

10

20

30

40

50

60

No help Little help ModerateHelp

Much Help Very muchhelp

NA

%

Class presentationsincluding lect.

Concept tests

Peer discussions

Whole classdiscussions

Demos

Tutorials

Learning value of resources

Learning value of resources

0

10

20

30

40

50

60



NA

%

Tutorial Homework

Long Answerhomework .CAPA

HRW textbook

Thinkwell

Web page

Help room

Value of individ support

Value of individual support

0

10

20

30

40

50

60



NA

%

Quality of contactwith teacher

Quality of contactwith TA

Qualtiy of contactwith LA

Working w. peersoutside class

Perceived gainsPerceived gains of students

0

10

20

30

40

50

60

Nothing A little Somewhat A lot A greatdeal

NA

%

Solving Problems

Discussing/arguingabout scienceWorking with others

Understanding physicsconceptsUnderst. relationshipbetw. conceptsUnderst. relevance toreal worldAppreciating the field

Skip gains

Q13: How do you feel about the subject of physics, compared to the first day of class?

B) slightly more positive

41%

A) much more positive

22%

E) much more negative

2%D) slightly more negative

7%

C) neutral, no change28%

Feelings...

End of semester anonymous survey

Learning gains on tutorial topics(prelim!)

Topic

Pre(%)

Post (click)

g Post(exam/final)

g

1d accel

(a at top )

(accel constant)

22

44

60 .5 67/76

77

.6

.6

2d accel

Direction (circ/

curve)

Magnitude

32

5

39

62 .6

90

85

85

.9

.8

.75

Learning gains on tutorial topics-ii

Topic

Pre(%)

Post (click)

g Post(exam/final)

g

Newton

Free body diag.

Hard, rel motion

N-III

54

22

68 87 .6

78/96

41

90

.5/.9

.24

.7

Relative motion*

(speed up in diff frames)

26 41 .2 67 .55

* This topic was not covered in lecture or reading.

Learning gains on tutorial topics-iii

Topic

Pre(%)

Post (click)

g Post(exam/final)

g

Newton II

extended body 9-20 33* .2-

.3

54 .5

Conserve p

Collision/cons

One object very massive

26

16

77

89 (74 silent)

.7

.9 (.7)

74 .65

* This is consistent, actually higher, than UW has measured. They've since modified this tutorial.

Gender differences

Women (25%): self reported hours/week 5.5Men (75%): self reported hours/week 4.6

Pretest, post, and course grade

0.57

0.39

0.840.740.76 0.75

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Men (75%) Women (25%)

Score (%)

Pre

Post

Course

Other effects

TA/LA: None on grade, or FCI gain Possible (slight) impact on attitude about tutorials.

Room: None on grade, or FCI gain Possible (slight) impact on attitude about tutorials. (appears to be independent of TA)

LA comments

Some (high) correlations

.91: my predicted grade after 2nd midterm with final grade

.75: long answer exam q’s with multiple choice exam q’s

.67: CAPA homework with tutorial hw

.46: self-reported calculus grade with course grade

.59: course grade with tutorial attendance

.40: their prediction of 1st exam score with 1st exam score

Research questions

Impacts of modified instruction

• Clickers/peer instruction• Tutorials• Other: Thinkwell (video text)

Use of LA’s Help Room…

on:(Measurable) learning gainsAffect/attitudes of studentsPedagogical content knowledge of LA’s

LA comments:

LA 1) "The tutorial setup was a great experience... I will be taking everything I've learned in this class with me for my future career as a teacher”

LA 2) "After teaching for a semester, I am very committed to teaching again at some point in my life. I am enrolling in the School of Ed, and I plan on teaching after graduating... I had never learned physics in any way resembling the tutorials, but now I will definitely try to model parts of my classrooms around cooperative learning".

more LA commentsLA 3) "As a result [of being an LA] my views on a career in teaching have changed. I have decided to become a high school physics teacher... I have learned so much about physics, teaching, learning, education, and collaborative learning from being [an LA]"

LA 4) "This experience of teaching tutorials has shown me different styles of learning, and allowed me to begin the process of understanding and helping all types of students. But the most valuable thing I have gained was the heads up to the fact that a good teacher will only come with time, and practice does make perfect".

Still to come:• Relation of CLASS data to learning gains (and tutorial attitude?)

• More detailed pre/post results on variety of topics

• Comparison of pre/post with UW students (?)

• LA development: impacts on them (Danielle)

• Early predictors of success/failure (Pat)

• What else? (There’s a lot of micro-data here!!)

Learning Gains, Student Attitudes, and impacts on LA’s in Phys 1110 (Sp ‘03) S. Pollock With...

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