Sara Klimisch, Jamie Meyer, Lindsey Gosse, Jonathan Spike ... · MIND MAP VISUAL IMAGE DISTRIB...
1
Sara Klimisch, Jamie Meyer, Lindsey Gosse, Jonathan Spike, & Lynn Gilbertson, PhD. University of Wisconsin – Whitewater Introduction The belief that abilities are malleable and can be changed with strategies and development is considered a growth mindset. The belief that abilities are static or innate is considered a fixed mindset. Data suggests that individuals with a growth mindset experience greater levels of success in academic and athletic settings when compared to individuals with a fixed mindset. In the university setting, growth mindset principles have the potential to improve student success across disciplinary contexts. The study team aimed to support student success and access by developing a series of short study strategy videos that explained a neurophysiological concept and then demonstrated a study strategy that utilized the concept. The study team evaluated the effect of the videos on student success. Methods & Participants • Five videos were created. Each 1-2 minute video explained a known physiologic event and then demonstrated a study strategy that capitalized on the neurophysiological activity. • All 11 participants • Identified a course assignment they wanted to improve and provided a pre and post study score • Selected one or two study strategies to utilize after viewing all five videos • Met three times with the study team (initial meeting, check in meeting, and final meeting) • Answered questions about study strategy implementation and perceptions of change in academic performance at each meeting Results & Conclusions All students reported agreement with a growth mindset and that the videos were helpful. 9 out of 11 students reported improvements in academic performance. Growth Mindset Study Strategy Videos Distributed Practice Active Learning Stress Relief Mental Imagery Mind Mapping 7 2 1 1 EXAM QUIZ ASSIGN LAB Number of Students Selecting Each Assignment Type 2 2 6 5 4 MIND MAP VISUAL IMAGE DISTRIB PRACT ACTIVE LEARN STRESS RELIEF Number of Students Selecting Each Strategy 6 3 2 IMPROVED SAME WORSE Number of Students in Each Performance Change Category Felt more prepared Course concepts became clear New or better strategies Benefits Benefits Challenges Overall, most students improved on their chosen assignment after viewing the videos and implementing a study strategy, however it is not possible to identify a causal link. Both the objective and subjective data suggest that the videos would be an accessible source of study strategy information for students and student success centered programs. Decreased by 2-5% Increased by 5-75% Retained information Grade increased Switched from memorizing to understanding Took more time and effort Difficult to remember to use strategy Notes 6 students re-watched the videos 10 students continued to use the strategies (1x per week to every- other day)
Transcript of Sara Klimisch, Jamie Meyer, Lindsey Gosse, Jonathan Spike ... · MIND MAP VISUAL IMAGE DISTRIB...
Sara Klimisch, Jamie Meyer, Lindsey Gosse, Jonathan Spike, & Lynn Gilbertson, PhD.University of Wisconsin – Whitewater
IntroductionThe belief that abilities are malleable and can be changed with strategies and development is considered a growth mindset. The belief that abilities are static or innate is considered a fixed mindset. Data suggests that individuals with a growth mindset experience greater levels of success in academic and athletic settings when compared to individuals with a fixed mindset. In the university setting, growth mindset principles have the potential to improve student success across disciplinary contexts. The study team aimed to support student success and access by developing a series of short study strategy videos that explained a neurophysiological concept and then demonstrated a study strategy that utilized the concept. The study team evaluated the effect of the videos on student success.
Methods & Participants • Five videos were created. Each 1-2 minute video explained a known physiologic event and then demonstrated a study strategy that capitalized on the neurophysiological activity.• All 11 participants• Identified a course assignment they wanted to improve and provided a pre and post study score• Selected one or two study strategies to utilize after viewing all five videos• Met three times with the study team (initial meeting, check in meeting, and final meeting) • Answered questions about study strategy implementation and perceptions of change in academic performance at each meeting
Results &
Conclusions
All students reported agreement with a growth mindset and that the videos were helpful.
9 out of 11 students reported improvements in academic performance.
Growth Mindset Study Strategy Videos
Distributed Practice Active Learning Stress Relief Mental Imagery Mind Mapping
7
2
1
1
EXAM
QUIZ
ASSIGN
LAB
Number of Students Selecting Each Assignment Type
22
65
4
MIND MAPVISUAL IMAGEDISTRIB PRACTACTIVE LEARNSTRESS RELIEF
Number of Students Selecting Each Strategy
6
3
2
IMPROVED
SAME
WORSE
Number of Students in Each Performance Change Category
Felt more prepared
Course concepts became clear
New or better strategies
Benefits Benefits Challenges Overall, most students improved on their chosen assignment after viewing the videos and implementing a study strategy, however it is not possible to identify a causal link.
Both the objective and subjective data suggest that the videos would be an accessible source of study strategy information for students and student success centered programs.
Decreased by 2-5%
Increased by 5-75%
Retained information
Grade increased
Switched from memorizing to understanding
Took more time and effort
Difficult to remember to use strategy
Notes 6 students re-watched
the videos
10 students continued to use the strategies (1x per week to every-other day)
