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Edgar D. Corpuz (PI) Mark Cunningham (Co-PI) Liang Zeng (Co-PI)
Project Goals
The goals of the project are: (1) to provide a better
learning environment for physics students at the
University of Texas-Pan American (UTPA), (2) to
elucidate on the implementation issues of an
interactive engagement teaching approach in a
predominantly Hispanic institution.
Methods and Strategies
Research Design
• Pre-test post-test comparison group design.
• Intact Classes
• Same instructor, same class requirements,
same conceptual questions used.
Assessment Instruments
• Force Concept Inventory (FCI)
• Colorado Learning Attitude about Science
Survey (CLASS)
• Science Motivation Questionnaire
The InClass Web-Based Interaction System
Data and Results
Findings
Faculty members who have implemented the use of the interactive
teaching approach using PDAs as classroom interaction tools reported
positive experience in terms of increasing student engagement and
improving their ability to assess students‟ thinking. Moreover, the use of
the web-based classroom interaction system is viewed to be useful in
doing formative assessment of students‟ understanding in
physics/physical science classes.
Students surveyed have indicated a positive attitude towards the use of
PDAs as interaction devices in science classes, irrespective of their major
and length of time of use of the PDAs.
The use of the interactive engagement teaching approach using personal
digital assistants (PDAs) as classroom interaction devices seems to be
more effective than traditional lecture in promoting conceptual
understanding among physics students as measured by a standardized
exam (e.g. FCI).
The interactive teaching approach using PDAs as classroom interaction
devices does not seem to favor any student group (algebra or calculus-
based physics students) in terms of promoting conceptual understanding.
The interactive teaching approach using PDAs as classroom interaction
tools seems to promote positive shift in students‟ intrinsic motivation to
learn.
Department of Physics and Geology , The University of Texas – Pan American
1201 W. University Drive, Edinburg, TX 78539
Acknowledgement
This project is in part supported by the National Science Foundation under grant DUE-0737375. Opinions expressed are
those of the authors and not necessarily those of the Foundation.
Contact Information
Edgar Corpuz – [email protected]
Project Website:
http://www.utpa.edu/faculty/ecorpuz/CCLI.htm
Survey Statements
(5- Strongly Agree 1- Strongly Disagree)
Physical
Science
(n=78)
Algebra-
Based
(n=72)
Calculus-
Based
(n=46)
The use of PDAs increases my interest to learn in class.* 4.0
(70%)
3.9
(70%)
4.3
(91%)
The use of PDAs allows me to participate more actively in class. 4.2
(85%)
4.2
(77%)
4.5
(91%)
Responding to questions in class using the PDAs is effective in
helping me learn.
4.2
(82%)
4.0
(76%)
4.3
(83%)
The class is more enjoyable with the use of PDAs.* 4.2
(73%)
4.1
(70%)
4.6
(91%)
I fully participate during PDA sessions. 4.4
(86%)
4.4
(84%)
4.6
(96%)
I would like to use the PDAs in class throughout the semester.* 4.1
(81%)
4.1
(73%)
4.5
(91%)
I like the teaching approach where questions are interspersed
throughout the lecture and answered through the use of PDAs.
4.2
(82%)
4.2
(80%)
4.3
(83%)
Interacting with other students while discussing the questions in
class is very helpful to my learning.
4.3
(85%)
4.4
(83%)
4.5
(89%)
I would like my other science classes to use the PDAs to
answer questions in class.*
4.2
(79%)
4.0
(71%)
4.3
(80%)
* p < .05
+ Number in parenthesis denotes % of students agreeing/strongly agreeing about the statement
One-way ANOVA showed no significant difference in the degree of agreement of most items in the survey..
Calculus-based physics classes have higher mean rating on the following items:
(1) The use of PDAs increase my interest to learn [91%]
(2) PDAs allow me to participate more actively in class [91%]
(3) Class is more enjoyable with the use of PDAs. [91%]
(4) Would like to use the PDAs throughout the semester [91%]
Verbatim Student Comments:
„I can ask questions anonymously since I am shy.”
“ Feature most liked is to ask questions thru PDA and not be hesitant to ask. Some students don‟t like to ask aloud for fear of looking dumb or not right
to ask.”
“Comment box really useful, encourages us to ask questions.”
“I have learned and have more interest in class using the PDA.”
“It is best to use the PDA in classes; helps me understand better.”
“Good idea; involves students; encouraging for us to ask questions anonymously.”
Different Affordances of the Web-Based Interaction System
allows more flexibility in engaging students in the classroom than regular clickers
Instructor can offer variety of questions (multiple-choice, quantitative problem-
solving, qualitative explanation )
allows two-way communication between the instructor and the students.
students can ask questions or write comments by typing on their keypads at
any time during class. (can be anonymous)
potentially removes the “barrier” between the instructor and students
Students can ask questions anytime and anonymously.
gives timely feedback on students‟ understanding to the instructor.
system keeps log of students‟ participation including time stamps (important for doing
research).
questions (course shells) may be easily shared among users.
can be potentially used to enhance the interactivity of online classes.
it‟s FREE!
http://www.sciedures.org/utpa2012/