1
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/

Edgar D. Corpuz (PI) Mark Cunningham (Co-PI) Liang Zeng ...ccliconference.org/files/2013/02/TUES_2013_PDAs.pdf · Edgar D. Corpuz (PI) Mark Cunningham (Co-PI) Liang Zeng ... learning

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Page 1: Edgar D. Corpuz (PI) Mark Cunningham (Co-PI) Liang Zeng ...ccliconference.org/files/2013/02/TUES_2013_PDAs.pdf · Edgar D. Corpuz (PI) Mark Cunningham (Co-PI) Liang Zeng ... learning

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/