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

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 u...

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Detalles Bibliográficos
Autor principal: DeBoy, Cynthia A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society of Microbiology 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5976053/
https://www.ncbi.nlm.nih.gov/pubmed/29854057
http://dx.doi.org/10.1128/jmbe.v18i3.1327
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author_facet DeBoy, Cynthia A.
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description 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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spelling pubmed-59760532018-05-31 Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes DeBoy, Cynthia A. J Microbiol Biol Educ Research 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. American Society of Microbiology 2017-12-01 /pmc/articles/PMC5976053/ /pubmed/29854057 http://dx.doi.org/10.1128/jmbe.v18i3.1327 Text en ©2017 Author(s). Published by the American Society for Microbiology 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.
spellingShingle Research
DeBoy, Cynthia A.
Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title_full Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title_fullStr Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title_full_unstemmed Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title_short Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes
title_sort student use of self-data for out-of-class graphing activities increases student engagement and learning outcomes
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5976053/
https://www.ncbi.nlm.nih.gov/pubmed/29854057
http://dx.doi.org/10.1128/jmbe.v18i3.1327
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