The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses

HAPS Educator ◽  
2021 ◽  
Vol 25 (3) ◽  
pp. 24-35
Author(s):  
Kathy Bell ◽  
Ron Gerrits ◽  
Suzanne Hood
Keyword(s):  
Community College ◽  
Human Physiology ◽  
Student Performance

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

scholarly journals Factors Affecting Learning Gains among Students in Microbiology Class: A Preliminary Study Between a U.S. Community College and a Canadian Comprehensive University

Fine Focus ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 12-33
Author(s):  
Naowarat Cheeptham ◽  
Archana Lal
Keyword(s):  
Community College ◽  
Student Performance ◽  
Higher Learning ◽  
Learning Gains ◽  
Comprehensive University ◽  
Factors Affecting ◽  
Student Demographics ◽  
Post Test ◽  
Major Factors ◽  
Science Classes

Though in the past, serious concerns have been raised about students’ interest and learning gains in STEM courses, not much research has been done to examine the differences in learning science at community colleges and universities. The purpose of this paper is to close this gap. This paper analyzes the influence of students’ demographics, preparedness, major, and attitudes on their learning gains in an introductory microbiology class at a community college vs. a university. Student demographics, information about their preparedness level, major, and attitudes were collected in a questionnaire and students’ learning gains were assessed by comparing student performance on a pre- and post-test on four different topics in microbiology. Our results indicate that students’ majors and attitudes such as their willingness to actively participate in the classroom discussions and spend time outside the classroom to learn are major factors that enhance their learning. Age and marital status positively impact learning gains while gender, employment status, and citizenship status show no impact on learning gains in students. Our results also indicate that students at the community college who had less exposure to science classes in high school or biology classes in college achieved statistically higher learning gains despite having overall lower scores on two of the four post-tests.

The Impact of a Bookend Think-Pair-Share Intervention on Anxiety and Student Collaboration in a Community College Human Physiology Course

HAPS Educator ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 551-560
Author(s):  
Melaney Farr ◽  
Heather Lawford ◽  
Kerry Hull ◽  
Skye Stowe ◽  
Murray Jensen ◽  
...  
Keyword(s):  
Community College ◽  
Human Physiology ◽  
Student Collaboration ◽  
The Impact

Predicting Community College and University Student Success

2016 ◽  
Vol 18 (4) ◽  
pp. 431-456 ◽  
Author(s):  
Monica L. Heller ◽  
Jerrell C. Cassady
Keyword(s):  
Community College ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Learning Strategies ◽  
Prediction Models ◽  
Performance Outcomes ◽  
College Level ◽  
Grade Point ◽  
Predicting Student Performance

The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

scholarly journals Impact of Practicing Mindful Breathing in Class

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Lakshmi Rajkumar ◽  
Christine Dubowy ◽  
Ahmad Khatib
Keyword(s):  
Community College ◽  
Student Performance ◽  
Test Anxiety ◽  
Consistent Difference ◽  
Deep Breathing ◽  
Course Performance ◽  
Contemplative Practices ◽  
Breathing Techniques ◽  
Improve Student Performance ◽  
Exam Stress

Many community college students experience high levels of stress due to the demands of coursework and stressors outside of the classroom. Contemplative practices such as deep breathing can reduce stress and increase focus, but students may not be familiar with or feel that they have time to engage in these practices. We hypothesized that introducing students to mindful breathing in our accounting and biology classes would help students manage stress during the semester, reduce test anxiety, and improve student performance.   To test this hypothesis, we introduced some sections of our courses to mindful breathing techniques such as square breathing, alternate nostril breathing, and victorious breathing and set aside time at the start of each class to allow students to engage in these practices. At the end of the semester, we surveyed students to assess their past and present experiences with contemplative practices and their perceptions of the benefits of mindful breathing. We also asked students to rate their levels of exam stress and to rate the general feelings of stress they experienced during the semester, comparing their responses with responses from students in control sections that were not introduced to mindful breathing. The survey results indicated that mindful breathing was a new practice to some students and a familiar practice to others. Most students felt that the practice of deep breathing at the start of each class helped them reduce stress, develop a sense of connectedness, and improve focus. However, there was no consistent difference in self-reported exam stress or general stress between students in sections with and without in-class contemplative breathing. There was also no difference in course performance, as reflected by overall course grade, between sections with and without in-class contemplative breathing. Although it was not the focus of this study, we observed that in-class contemplative breathing practice seemed to improve the learning environment and helped build trusting relationships with students.   

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