Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 2 of 2
Full-Text Articles in Science and Mathematics Education
Alignment Of Theoretically Grounded Constructs For The Measurement Of Science And Chemistry Identity, Kathryn Nicole Hosbein, Jack Barbera
Alignment Of Theoretically Grounded Constructs For The Measurement Of Science And Chemistry Identity, Kathryn Nicole Hosbein, Jack Barbera
Chemistry Faculty Publications and Presentations
Identity has been theorized to aid in student persistence within STEM disciplines. In this study, science and chemistry identity were defined as being recognized as a science or chemistry person within the classroom. To generalize the effects that identity has on student persistence, a measurable construct must be defined, operationalized, and tested in multiple settings with different populations. This project addressed the first step in the process, defining the construct and grounding it in an established theoretical framework. This qualitative project utilized a previously described physics identity framework, with sub-constructs of performance/competence, recognition, and interest, as a starting point for …
Metrics And Methods Used To Compare Student Performance Data In Chemistry Education Research Articles, Michael R. Mack, Cory Hensen, Jack Barbera
Metrics And Methods Used To Compare Student Performance Data In Chemistry Education Research Articles, Michael R. Mack, Cory Hensen, Jack Barbera
Chemistry Faculty Publications and Presentations
Quasi-experiments are common in studies that estimate the effect of instructional interventions on student performance outcomes. In this type of research, the nature of the experimental design, the choice in assessment, the selection of comparison groups, and the statistical methods used to analyze the comparison data dictate the validity of causal inferences. Therefore, gathering and reporting validity evidence in causal studies is of utmost importance, especially when conclusions have real policy implications for students and faculty, among other stakeholders. This review examines 24 articles that reported quantitative investigations of the effect of instructional interventions on performance-based outcomes conducted within undergraduate …