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Articles 1 - 7 of 7
Full-Text Articles in Education
A Preliminary Investigation Into The Impact Of A First-Year Stress Management Seminar, Lisa B. Smith, Mary E. Ignagni
A Preliminary Investigation Into The Impact Of A First-Year Stress Management Seminar, Lisa B. Smith, Mary E. Ignagni
Perspectives In Learning
Research reveals that high stress levels in undergraduate students may negatively impact their emotional and physical well-being. Short-term approaches to introducing stress management on college campuses have been explored. The purpose of this preliminary study was to determine whether a first-year stress management seminar course helped students reduce their stress a year after completing the course, identify which stress management skills students preferred, and assess the effectiveness of specific teaching techniques on student learning. Participants included students enrolled in two sections of a first-year stress management course. A survey was administered in 4 waves during the 2020 to 2021 academic …
A Multiple-Choice Study: The Impact Of Transparent Question Design On Student Performance, John Lejeune
A Multiple-Choice Study: The Impact Of Transparent Question Design On Student Performance, John Lejeune
Perspectives In Learning
This university classroom study seeks to better understand how, and to what extent, designing more transparent (or TiLTed) multiple-choice questions would impact student performance. Ninety-two students in an introductory American Government class were randomly assigned “TiLTed” and “unTiLTed” versions of thirty-five test questions. Questions were “TiLTed” and “unTiLTed” in one of three ways—involving either (a) adding or eliminating unnecessarily difficult vocabulary from the stem; (b) adding or eliminating “all-of-the-above” and “none-of-the-above” answer options; or (c) adding or omitting additional cues or context. Statistical analysis showed that TiLTing questions generally increased student scores, with twelve questions showing positive statistical significance at …
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Perspectives In Learning
I recommend that instructors allow students to determine the content for Introduction to American Government. I also recommend that instructors assign students to conduct independent research on each unit of American Government rather than assigning a textbook. There are numerous benefits to implementing these practices. Students take ownership of their education and feel empowered to fill gaps in knowledge. Students are more prepared for class. It allows course content to match current events in real time. Students learn how to analyze the credibility of various sources. Class conversations are more dynamic. Students develop a better understanding of opinions that …
Analogy Co-Construction As A Learning Strategy In Life-Span Development Classes, Joseph A. Mayo
Analogy Co-Construction As A Learning Strategy In Life-Span Development Classes, Joseph A. Mayo
Perspectives In Learning
Analogies are commonplace heuristic tools in classrooms across all educational levels and content areas. In the present investigation, analogy-enhanced learning was examined in relation to conceptual applications of major developmental theories in undergraduate life-span development classes. To this end, systematic comparisons were undertaken between a learning condition in which individual students created their own analogies and a learning condition involving analogy co-construction as generated by small groups of students working cooperatively. On all quantitative and qualitative measures, results favored group co-construction of analogies over self-generated analogy creation. Findings are discussed in terms of social-constructivist and transformative-learning principles.
Stand And Deliver: An Epistemologically-Driven Perspective Of College Lecture, Bonnie Bost Laster, Matthew Davis
Stand And Deliver: An Epistemologically-Driven Perspective Of College Lecture, Bonnie Bost Laster, Matthew Davis
Perspectives In Learning
Current pedagogical trends reveal lecture is steadily losing favor as contemporary techniques (e.g., constructivist, experiential, and flipped) gain popularity in higher education. While these techniques have merit and evidence for their use is compelling, we contend that lecture need not be abandoned entirely. With support from personal epistemological theories, as well as research on student preference, we purport that there is still a place for lecture in the modern academy. We consider students’ personal epistemological maturation during the college years; namely, the ways in which students view and construct their knowledge and beliefs. We posit that active lecture may be …
What Do We Know About The Health Of First-Generation College Students? A First Look At Compensatory Health Beliefs And Behavior, Kristel M. Gallagher
What Do We Know About The Health Of First-Generation College Students? A First Look At Compensatory Health Beliefs And Behavior, Kristel M. Gallagher
Perspectives In Learning
First-generation college students are less likely than continuing-generation students to reach graduation. Many colleges are working to bridge this divide, however little is known about the physical health of first-generation students. As physical health is associated with academic success, it is important to understand the beliefs and behaviors underpinning the physical health of first-generation college students. The present study examined the relationship between a specific type of unhealthy belief, compensatory health beliefs (CHBs), and the health behaviors of college students, with a focus on eating practices. Participants were first- and continuing-generation students attending a liberal arts institution who completed an …
The Trouble With Test Banks, Harvey Richman, Molly Hrezo
The Trouble With Test Banks, Harvey Richman, Molly Hrezo
Perspectives In Learning
We compared the psychometrics of quiz questions randomly selected from a test bank with the psychometrics of quiz questions the instructor had selected from the bank for quality and modified (if necessary). On multiple psychometric indices, the instructor selected/modified questions were superior to questions randomly selected from the test bank. Most notably, when compared with instructor written/modified questions, randomly selected bank questions were nearly 6.5 times more likely to contain a distractor that drew more responses than the correct answer. Details and implications are discussed.