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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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2017-12-01
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| Series: | Journal of Microbiology & Biology Education |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.v18i3.1327 |
| Summary: | 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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| ISSN: | 1935-7877 1935-7885 |