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Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes

    Author: Cynthia A. DeBoy1
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    Affiliations: 1: Trinity Washington University, Washington, DC 20017
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 05 April 2017 Accepted 06 September 2017 Published 01 December 2017
    • ©2017 Author(s). Published by the American Society for Microbiology
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Trinity Washington University, 125 Michigan Ave, NE, Washington, DC 20017. Phone: 202-884-9257. Fax: 202-884-9229. E-mail: deboyc@trinitydc.edu.
    Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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    Abstract:

    Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy.

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References & Citations

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2017-12-01
2017-12-11

Abstract:

Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy.

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Figures

Image of FIGURE 1

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FIGURE 1

A) Average percentage from 14, 14, and 15 students answering 4, 9, or 3 questions correctly on the quiz after the lecture, after using self-data for the BBT activity, and on the final quiz, respectively (* < 0.05 compared with quizzes after the BBT activity and on the final. Error bars represent standard deviation.) B) Percentage of students correctly answering questions asked on both a quiz before the BBT activity and on the final were compared between a class in which everyone used self-data for the activity and students from a class using all provided data (12 students in the provided group, and 14 for the initial quiz and 15 for the final quiz in the self-group). BBT = basal body temperature.

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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Image of FIGURE 2

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FIGURE 2

Average percentage of correct responses on pre-activity quiz and final exam. A) From a class with 6 students in each group. There were 11 and 12 questions related to the BBT (reproductive) activity on the pre quiz (before the activity) and final, respectively, and 4 and 3 questions related to stress on the pre quiz and final, respectively (* < 0.05). B) From a class with 7 students in the group using self-data for the BBT activity (provided for the stress activity) and 5 students in the other group, with BBT quizzes consisting of 5 questions on the pre quiz and 8 questions on the final, and the stress quizzes consisting of 3 questions for each. Error bars represent standard error of the mean. BBT = basal body temperature.

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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Image of FIGURE 3

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FIGURE 3

Percentage of students correctly answering a hormone regulation question before and after completing BBT or stress graphing activities when using self- or provided data. BBT = basal body temperature.

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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Image of FIGURE 4

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FIGURE 4

Grade comparison between classes using self-data ( = 15 in each) and a class using provided data ( = 13). > 0.05 for percentages on initial quizzes.

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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Image of FIGURE 5

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FIGURE 5

Percentage of survey responses from students using A) provided data from the BBT activity, B) self-data from the BBT activity, C) provided data from the stress activity, and D) self-data from the stress activity. BBT = basal body temperature.

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
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Image of FIGURE 6

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FIGURE 6

Likert survey results comparing average responses from students in a class using only provided data (9 students) with responses from students in classes using self-data (28 students) for one graphing activity. (Strongly agree = 5, Agree = 4, Neutral = 3, Disagree = 2, Strongly disagree = 1)

Source: J. Microbiol. Biol. Educ. December 2017 vol. 18 no. 3 doi:10.1128/jmbe.v18i3.1327
Download as Powerpoint

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