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Using student preferences to adaptively scaffold a math course
Dr. Katie CerroneAssociate Professor of Technical Mathematics
Dept. of Applied General and Technical StudiesCollege of Applied Science and Technology
The University of Akron
Dr. Amy HollingsworthBiology Laboratory Coordinator
Dept. of Biology
Buchtel College of Arts and Sciences
The University of Akron
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The Problem
• Instructor was having difficulty engaging students in the course.
• Instructor wanted to increase student success in general education math courses
• Students express frustration with math courses
• Instructor wanted to determine how students go about choosing their math courses – fits into schedule? Advisor recommendations? Rate my professor? Peer recommendations?
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The Purpose
• From previous studies, we had identified course characteristics that would influence students and their decision making with regards to challenging courses in a specific degree plan.
• In this study, we wanted to look at characteristics that influenced students taking a general education math course.
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The Research Questions
• What are the factors that influence student preferences in their selection of general education courses? (in this case, math)
• How can an instructor use these preferences to better meet the needs of these students?
• How can Q Methodology be used to adaptively scaffold a math course?
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Using Q Methodology
• In our previous research, we used a Likert-scale (survey) and a compiled preference score to look at student preferences for challenging courses.
• Traditional statistical methods (t-test, ANOVA) did not yield useful results.
• Q Methodology has advantages over survey research for understanding student preferences.
• Surveys are common methods for collecting feedback; however, they allow responders to give similar or identical ratings to many or all items
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What is Q?
• Perspectives and consensus• Correlational and factor analysis• Statements are matters of opinion, not fact – own point
of view, which brings subjectivity into the picture• Statements are sample, persons are P-Set• Q Methodology can provide predictor profiles, or
“typologies” that are more useful than simple variables and demographic information for the classification of people, especially within program evaluation (Newman & Ramlo, 2011).
• If significant clusters of correlations exist, they could be factorized, described as common viewpoints (or tastes, preferences, dominant accounts, typologies, et cetera), and individuals could be measured with respect to them (Van Exel & de Graaf, 2005).
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Why is Q Useful?
• Q reveals correlations and factors among persons, while R methodology, or survey research, reveals correlations and factors among traits. In Q Methodology, the correlations are based on the assumption that “persons significantly associated with a given factor … share a common perspective” (McKeown & Thomas, 1988, p. 17).
• Factorial results cannot be predicted
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Sample Size and Participants
• Q Methodological studies do not require large sample sizes. They contended that the P-set is selected intentionally by compiling a sample of “respondents who are theoretically relevant to the problem under consideration”
• Participants are not randomly chosen • Instead, individuals are recruited who are
representative of the issues and could provide the best insights on the topic under study.
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Setting
• Math for Modern Technology class in Fall 2014• 21 students (1 invalid survey)
– 11 male, 9 female– 10 seeking only an Associate Degree, 10 Bachelor’s– 18 – 45 years old– 15 full-time, 5 part-time students
• Why do this in a gen ed class?
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Concourse
• Hard but not too hard: Challenging courses and engineering students. Jason H. Martin, Krista B. Hands, Stephen M. Lancaster, Deborah A. Trytten, and Teri J. Murphy (2008). College Teaching.
• Are they up for the challenge? Community College Students’ Preferences for Challenging Classes. Cerrone Arnold, K., Hollingsworth, A. & Milks, A. (2012). Ohio Association of Two-Year Colleges Journal.
• Factors contributing to Early College High School Student Persistence. (2013). Cerrone, K. Nicholas, J., Ramlo, S. Q Method
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Literature Review
• Hollingsworth, A. (2013). Q Methodology as a needs assessment tool for Biology graduate teaching assistants participating in an instructional training program. Doctoral dissertation
• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
• Subjective validation
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Q-sample and Thematic Review
• Q-Sample was pared down to remove redundant statements
• D = Difficulty (7)• S = Teaching Style (13)• C = Content (8)• P = Preconception (5)
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Grid and COI
2 3 4 5 5 5 4 3 2
Least Like My
View Neutral
Most Like My
View
-4 -3 -2 -1 0 +1 +2 +3 +4
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Factor Loadings
1MB19FC 0.3579 0.1262 0.4289X2MA19FC 0.6529X 0.3029 0.25033MA38PC -0.0308 0.7304X 0.25654MB18FA -0.0841 0.7437X 0.22925FA19FA 0.4176 0.5379X 0.25356FB26PB 0.4239 0.6832X -0.1337FA25FC 0.0739 0.2166 0.5859X8MB19FC 0.4295 0.3094 0.41839MA20FB 0.6806X 0.1059 0.038110FB23PB 0.7259X 0.2935 0.065711FB28FC 0.6146X -0.0642 0.288112MA29PB 0.7521X -0.1885 0.056713MB20FB 0.4069X -0.0271 0.255514FA34FA 0.0782 -0.2439 0.5800X15MA24FC 0.5938X 0.286 -0.015116FB19FA 0.6688X 0.0979 0.171217MB45FA 0.0385 0.3397 0.8153X18MB26PC 0.3873 0.0794 0.4800X19FA18FB 0.4821X 0.2287 0.260820FANANN 0.47 0.5787X -0.1689
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Factor 1 –Self-interested Millennial Most like my view• I prefer a professor who can make a subject interesting (1.539)• I prefer classes in which I have a personal interest (1.514)• I prefer when professors follow the curriculum and dates in the
syllabus (1.172)• I prefer professors who provide a clear plan for the course (1.154)• I prefer it when professors provides well structured notes (1.151)
Least like my view• I prefer a challenging course as long as it seems like it's not impossible
(-1.438)• I choose courses from profs that my advisor recommends (-1.460)• I prefer courses that incorporate problem solving (-1.473)• I will take a course no matter who teaches it (-1.522)• I'm frustrated when professors deviate from the schedule and syllabus
(-1.679)
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Post-sort Question 1: Tell us why you selected the five statements you placed under +4 and +3 (most like my view)?
• 9MA20FB: I prefer to have a set schedule that keeps me in line so I know what’s due when. I enjoy teachers who have schedules and interact with students when it comes to class in and out of the classroom.
• 10FB23PB: I enjoy the classes that I enjoy but I can also be successful. I like when I want to be in class. I also really enjoy classes that I know what I need to do to get a good grade.
• 11FB28FC: Flexibility helps students with busy lives. (8) I hate not knowing what to study. (13) I need to be provided well notes. (10) recommendations always help. (15) It’s easier to keep up if there’s a clear plan.
• 12MA29PB: In my past I’ve had bad experiences with bad teachers. If I get a bad teacher who doesn’t care I often lose motivation. Also, I’ve never been a fan of Gen Ed’s which plays a big part in my choices.
• 19FA18FB: I like to have a class that is very structured.
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Post-sort Question 2: Tell us why you selected the five statements you placed under -4 and -3 (most unlike my view)?
• 9MA20FB: If I don’t feel comfortable with a class. A class that I don’t have to take for my degree and major and it seems hard I won’t take it. My advisor and I don’t really communicate.
• 10FB23PB: I prefer when the professor doesn’t use the book. I don’t really care if the professor goes off subject as long as we are learned what we will be tested on.
• 11FB28FC:3 I hate problem solving (7) I like to work for my grades (14) I go to rate my professor (9) I’m okay with not making thru all material.
• 19FA18FB: I prefer to not want outside help and don’t like getting off topic.
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Post-sort Question 3: Please describe your decision-making process during the sort. Did you gain insight about your views as you sorted the statements? If so, please describe.
• 2MA19FC: Yes, it helped me realize what type of classes I like.
• 9MA20FB: I went through and thought about each one and how it affected me.
• 12MA29PB: I’ve always had my opinions. • 13MB20EB: I’ve honestly never really sat down and
thought about it. I did open some insight to how I feel about my courses that are general education.
• 15MA24FC: I just tried to relate the comments on the paper to me as much as possible.
• 16FB19FA: Yes, it made me think about what I actually like and don’t like about courses.
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Factor 2 – Overachievers/Teacher’s Pet
Most like my view• I do not prefer it when courses seem unorganized (1.745)• I prefer it when professors provides well structured notes (1.521)• I prefer courses where the professor puts course resources online
(1.511)• I prefer classes in which I have a personal interest (1.398)• I feel a sense of accomplishment when I complete a challenging
course (1.285)
Least like my view• I tend to choose courses from professors that my friends recommend (-
1.093)• It's hard to be motivated in a course when the professor play favorites (-
1.113)• I get discouraged by courses that seem to have impossible objectives (-
1.456)• I just want to coast through my coursework without much effort (-1.963)• I will take a course no matter who teaches it (-2.080)
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Post-sort Question 1: Tell us why you selected the five statements you placed under +4 and +3 (most like my view)?
• 4MB18FA: I like a challenging course that is not repetitive. The course must be structured /organized. I don’t want to relearn material.
• 6FB25PB: I prefer organization in classes because otherwise they don’t go smoothly. Students start disrespecting the teacher. I like classes that keep my attention. I still want classes that are challenging, but not super hard.
• 20FA18FN: Because these things help me study better and make more likely for me to pass the class.
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Post-sort Question 2: Tell us why you selected the five statements you placed under -4 and -3 (most unlike my view)?
• 3MA38PC: I like order. • 4MB18FA: I want to work for my achievements.
A professor must stick to the set deadlines. • 6FB25PB: I don’t want classes that are super
easy because I do want them to educate me since I am paying for them. Some courses do seem impossible though by the material given.
• 20FA18FN: These would be the things to hold me back as far as succeeding in that class.
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Post-sort Question 3: Please describe your decision-making process during the sort. Did you gain insight about your views as you sorted the statements? If so, please describe.
• 3MA38PC: Not really, I know who I am by this point.
• 4MB18FA: Go statement by statement and decide whether or not I agree with them.
• 5FA19FA: I looked at the statement carefully to decide which statements went where and how they applied to me. I did not gain much inside as I sorted the statement.
• 6FB25PB: Yes, I think it explains to me with how I go about making decisions for classes and what influences my decisions. It shows what type of person I am.
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Factor 3 – Keep it Relevant/Adult learner
Most like my view• I prefer classes in which I have a personal interest (2.160)• I prefer courses have real world applications (1.675)• I prefer a professor who can make a subject interesting (1.660)• I prefer courses that incorporate problem solving (1.167)• I prefer it when professors provides well structured notes (1.154)
Least like my view• I do not prefer it when courses seem unorganized (-1.122)• Courses that rehash ideas I've learned in previous courses (-1.172)• It's hard to be motivated in a course when the professor plays
favorites (-1.177)• I just want to coast through my coursework without much effort (-
1.626)• I'm frustrated when professors deviate from the schedule and don't
make it through all the material (-1.863)
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Post-sort Question 1: Tell us why you selected the five statements you placed under +4 and +3 (most like my view)?
• 7FA25FC: I have had classes in the past that were impossible to study, along with classes where the professor picks favorites. They aren’t fun for anyone. I also get very bored if the class isn’t interesting and if there is no way to study for a class.
• 14FA34FA: Some courses are difficult and may require some tutoring. It’s hard to study for them when professors don’t follow the book or use the book in their class. A lot of friends will explain if that professor is difficult or has difficult work.
• 17MB45FA: At my age, I prefer courses that have real world applications and relevant to what I want to accomplish.
• 18MB26PC: I prefer flexible, structured notes and activities, and I dislike teachers who move too far ahead of schedule.
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Post-sort Question 2: Tell us why you selected the five statements you placed under -4 and -3 (most unlike my view)?
• 7FA25FC: I hate when classes are not organized because it makes me feel unorganized. And coasting through a class isn’t interesting either.
• 14FA34FA: If the professor is uninteresting or the course is boring then the student losses interest in the class and could easily fail. If the instructor is unorganized then learning information is difficult.
• 17MB45FA: I don’t get involved with whether a professor is good or bad or seems mean or nice. I’m here for the knowledge; therefore these items aren’t important to me.
• 18MB26PC: Personal preference, I don’t think about what I like and don’t like, the least 5 statements that had meaning placed here.
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Post-sort Question 3: Please describe your decision-making process during the sort. Did you gain insight about your views as you sorted the statements? If so, please describe.
• 1MB19FC: Read through them. The ones I instantly agreed with I put aside. The ones I didn’t agree with I put aside. The ones I was unsure, I went back and read them again.
• 7FA25FC: I decided these answers according to my class’s now.
• 14FA34FA: Decision making is based on the last 6 semesters of experience at the University of Akron.
• 17MB45FA: I don’t feel that I gained much insight about my views. Maybe being 45 years old and already retired from the marines, I already have my plans set in stone.
• 18MB26PC: Some insight, like how much time it took to do this was frustrating.
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Loaded on all three factors: 8MB19FC
• Tell us why you selected the five statements you placed under +4 and +3 (most like my view)?: I chose these because I like when structured lifestyle, something that doesn’t deviate. Stays on course.
• Tell us why you selected the five statements you placed under -4 and -3 (most unlike my view)? : I really do hate problem solving. I also hate when instructors go off on tangents on everything but class.
Consensus StatementsFactor 1 Factor 2 Factor 3
Statement QSV Z-score QSV Z-score QSV Z-score
5. I prefer a professor who can make a subject interesting 4 1.54 2 1.01 3 1.66
11. It's hard to be motivated in a course when the professor plays favorites
-2 -1.17 -3 -1.11 -3 -1.18
13. I prefer it when professors provides well structured notes 3 1.15 4 1.52 3 1.15
16. I prefer it when a professor follows the book -1 -0.74 -2 -0.58 -2 -0.7
20. The harder I work at a course, the better I feel 0 -0.11 1 0.13 0 0.04
30. I prefer classes in which I have a personal interest 4 1.51 3 1.4 4 2.16
33. I prefer courses that are hard, when I can see the value in them -2 -0.81 0 -0.18 -1 -0.36
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Implications
• “Teach as you were taught?” Does it make the grade?
• Identify the strengths and differences of this particular group, rather than stereotypes or teacher perceptions (or misperceptions)
• Canned courses may be easy to teach, but may not work well for the specific population
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What is “adaptive scaffolding?”
• Adaptive scaffolding is taking student consensus statements, plus their viewpoints, and using these preferences to build upon the classroom objectives.
• Not everyone requires the same types of scaffolding.
• They will need different techniques to bridge the learning gaps, achieve comprehension, and acquire skills to learn independently.
• While the supportive strategies for students may be similar, personalization of the course to meet the diverse viewpoints of the group will ultimately shape the perceptions of the course.
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Conclusions
• We know we have diverse learners and this tool can help identify their needs.
• Students appreciate validation of their needs.
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Future Research
• Other gen ed courses• It was unclear how students interpreted problem
solving.
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Questions?
