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Reading Quizzes Improve Exam Scores for Community College Students
To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three contr...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998316/ https://www.ncbi.nlm.nih.gov/pubmed/29749839 http://dx.doi.org/10.1187/cbe.17-08-0160 |
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author | Pape-Lindstrom, Pamela Eddy, Sarah Freeman, Scott |
author_facet | Pape-Lindstrom, Pamela Eddy, Sarah Freeman, Scott |
author_sort | Pape-Lindstrom, Pamela |
collection | PubMed |
description | To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom’s taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student’s grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration. |
format | Online Article Text |
id | pubmed-5998316 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-59983162018-07-02 Reading Quizzes Improve Exam Scores for Community College Students Pape-Lindstrom, Pamela Eddy, Sarah Freeman, Scott CBE Life Sci Educ Article To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom’s taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student’s grade point average in courses other than biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration. American Society for Cell Biology 2018 /pmc/articles/PMC5998316/ /pubmed/29749839 http://dx.doi.org/10.1187/cbe.17-08-0160 Text en © 2018 P. Pape-Lindstrom et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. http://creativecommons.org/licenses/by-nc-sa/3.0/ This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Pape-Lindstrom, Pamela Eddy, Sarah Freeman, Scott Reading Quizzes Improve Exam Scores for Community College Students |
title | Reading Quizzes Improve Exam Scores for Community College Students |
title_full | Reading Quizzes Improve Exam Scores for Community College Students |
title_fullStr | Reading Quizzes Improve Exam Scores for Community College Students |
title_full_unstemmed | Reading Quizzes Improve Exam Scores for Community College Students |
title_short | Reading Quizzes Improve Exam Scores for Community College Students |
title_sort | reading quizzes improve exam scores for community college students |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998316/ https://www.ncbi.nlm.nih.gov/pubmed/29749839 http://dx.doi.org/10.1187/cbe.17-08-0160 |
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