Students Preferred Learning Tools and Modalities Keisha Brown
Students’ Preferred Learning Tools and Modalities Keisha Brown klanier 1@gsu. edu www. sites. pc. gsu. edu/klanier www. learningcatalytics. com/de mo Class session ID :
We have a diverse group of students. Ethnicity Race Age Marital Status Culture Experiences Intelligence Language Learning Styles Determination Disabilities Resources
What do you think is a REASONABLE pass rate in Statistics? Please respond in Learning Catalytics? www. learningcatalytics. com/demo Class session ID :
For Fall 2016, the average pass rate (ABC) for Statistics was: 57. 4% Perimeter Campuses Online and On-ground 51 sections
What was my So. TL project? • Students’ Preferred Learning Modalities and Tools in Elementary Statistics Fall 2015( 1 class) and Spring 2016 (4 classes) n = 134 4 point Likert-scale Fisher’s Exact Test for Independence
What do you think were the top four responses? • • Please rate how effective the following tools or activities were in helping you to learn and understand Elementary Statistics. 1 – Never Used 2 – Attempted to Use, but not helpful 3 – Helpful 4 – Extremely Helpful Lecture Completed Lecture Notes Videos in My. Stat. Lab Tutorial Hours Tutorial Review Sessions Learning and Tutoring Center Computerized Homework Current Event Connections (Ebola, The Claw, Obesity Rates among Low-Income Preschoolers) Statistical Analysis Tools (i. e. Graphing Calculators, Excel, Statcrunch) Learning Catalytics (Software within My. Stat. Lab used to answer questions during class) Old Practice Tests Real World Problems from Textbook Reading the Textbook Group Projects
The four best tool/resources that helped them to learn Statistics were: The Top 3 Tools Mean Median Completed Lecture Notes 3. 7 4. 0 Statistical Analysis Tools 3. 6 4. 0 Computerized Homework 3. 6 4. 0 Lecture 3. 5 4. 0
• • What do you think were the bottom four responses? Please rate how effective the following tools or activities were in helping you to learn and understand Elementary Statistics. 1 – Never Used 2 – Attempted to Use, but not helpful 3 – Helpful 4 – Extremely Helpful Lecture Completed Lecture Notes Videos in My. Stat. Lab Tutorial Hours Tutorial Review Sessions Learning and Tutoring Center Computerized Homework Current Event Connections (Ebola, The Claw, Obesity Rates among Low-Income Preschoolers) Statistical Analysis Tools (i. e. Graphing Calculators, Excel, Statcrunch) Learning Catalytics (Software within My. Stat. Lab used to answer questions during class) Old Practice Tests Real World Problems from Textbook Reading the Textbook Group Projects
The four tools/methods they considered the least helpful were… The Bottom Four **Learning and Tutoring Center Reading the Textbook **Tutorial Hours **Test Review Sessions Mean Median 2. 5 3 2. 5 2. 6 2 3 3
Preferences in Learning Resources and Methods 1 -Never used 0% Completed Lecture Notes Statistical Analysis Tools Computerized Homework Lecture Videos Learning Catalytics Old Practice Tests Tutorial Hours Test Review Sessions Current Event Connections Real World Problems Learning and Tutoring Center Group Projects Reading the Textbook 2 -Attempted to use, by not helpful 10% 20% 3 -Helpful 30% 4 -Extremely Helpful 50% 11. 40 60% 70% 80% 90% 81. 10 18. 70 73. 90 23. 80 70. 80 36. 60 56. 00 31. 30 50. 00 40. 20 47. 00 29. 90 46. 30 14. 90 39. 60 17. 40 39. 40 38. 10 32. 80 43. 30 32. 10 23. 90 35. 90 29. 90 25. 20 31. 10 18. 20 100%
There were significant differences in… • Age ranges and level of helpfulness of reading the textbook p = 0. 003 Benefits of reading the textbook versus Age 18 -24 25 -31 32 -38 39+ 1 - Never used 0. 24 0. 25 0. 13 0. 00 2 – Attempted but not helpful 0. 28 0. 38 0. 00 0. 20 3 - Helpful 0. 26 0. 38 0. 63 0. 20 4 – Extremely helpful 0. 22 0. 00 0. 25 0. 60
There were significant differences in… • Program of study and the helpfulness of tutorial review sessions p = 0. 047 • Previous math course taken and helpfulness of tutorial review sessions p = 0. 044 Tutorial Review Sessions versus Program of Study Health Business Professio ns 1 2 3 4 0. 36 0. 12 0. 26 1 – Never used Helpful 0. 35 0. 08 0. 50 STEM Fields 0. 36 0. 00 0. 18 0. 46 Non. STEM Undecided 0. 50 0. 06 0. 25 0. 19 0 0. 11 0. 22 0. 67 2 – Attempted but not helpful Tutorial Review Sessions versus Previous Mathematics Course Taken Math 1001 1111 Other 1 0. 26 0. 44 0. 23 2 0. 07 0. 05 0. 14 3 0. 07 0. 21 0. 17 4 0. 59 0. 30 0. 46 3 – Helpful 4 – Extremely
In hindsight, what should you have taken more advantage of? Percentage Categories 55. 2% 49. 3% 38. 10% Tutorial Hours Tutorial Review Sessions Lecture
In the future what tools/resources should be enhanced/offered more? 33. 6% Tutorial Review Sessions 28. 4% Tutorial Hours 25. 4% Old Practice Tests 23. 9% Videos in My. Stat. Lab
Taking their advice, I have… Collaborated with Lynda Cain, Charlene Madden, and Theo Tate • We host our review sessions and share the dates and times with the Learning and Tutoring Center and other statistics classes. Provided more online resources • Capture Space in Kaltura allows you to record lectures in your classroom. • Used Webex to have review sessions, then provided the recording to students
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