using a ghost-mode participation tool by Eguono Wayne Omagamre - - PowerPoint PPT Presentation

Evaluation of impact of class participation on students’ performance using a ghost-mode participation tool

by

Eguono Wayne Omagamre Kausik Das

Outline of Presentation

• 1.0

Introduction

• Value of STEM Education
• Challenges with Higher Ed. STEM Pedagogy
• Class participation in Higher Ed. pedagogy
• Aim of Study
• 2.0

Methodology

• Study Design
• Mentimeter Presenter tool
• Designing presentations on Mentimeter
• Sample Class Presentation
• Data analysis
• 3.0

Results

• Class grade distribution
• Assessment of significance impact of Mentimeter on Students’ Lab scores
• Assessment of the linear relationship between Class participation and Class Average Scores
• Impact of Lab Experiment Sequence on Class Average Score
• 4.0

Conclusion

• 5.0

Future Direction

• 6.0

References

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1.0: Introduction

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1.1: Value of STEM

Education

• Between 2017 and 2027 STEM

jobs are projected to grow by 13% against a 9% projected growth in non-STEM related fields

• In the US between 2014-2017,

the unemployment rates for STEM and non-STEM fields were 2.2 and 5.5% respectively

• The US Bureau of Statistics

reported a annual salaries of STEM and non-STEM jobs to be $87,570 and $45,700 respectively

https://www.ipwatchdog.com/2018/01/22/google-downplays-stem-education/id=92590/

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1.2: Challenges with Higher

• Ed. STEM Pedagogy
• Loss of Students’ interest
• tight academic schedules and stress
• The disconnection between

research and practice

• Lack of connections with complex

theoretical concepts may lead to disenchantments

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1.3: Class participation in Higher Ed. pedagogy

• Active involvement of students in

classroom settings improves their understanding of the course materials being learned (Ramsden, 2003)

• A number of factors however may

impede participation:

• Fear of embarrassment
• Lack of content knowledge

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https://www.svjhscounseling.com/social-anxiety.html

1.4: Aim of Study

• Evaluation of the relationship between class participation and performance

using Mentimeter instructive technology

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2.0: Methodology

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2.1: Study Description

• This study was carried out within the Spring 2019 semester
• All the students in the Physics 184H lab served as the cohorts of this

study

• Mentimeter presentations with opportunities for participation were

used for 5 of 8 pre-Lab sessions

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2.2: Mentimeter Presenter tool

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2.3: Designing Presentations on Mentimeter

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2.4: Designing Presentations on Mentimeter

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2.5: Sample Class Presentation

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2.3: Data analysis

• A Box plot was used to visualize the class grade distribution
• Assessment of impact of Mentimeter on Students’ Lab scores was carried out

using the Welch’s T-test

• Pearson’s Correlation Coefficient was used to assess the linear relationship

between Class participation and Class Average Scores

• Impact of Lab experiment sequence on class average score was also evaluated

in comparison to the impact of Mentimeter

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3.0: Results

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3.1: Student’s Grade Distribution

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3.2: Assessing the significance of the impact of Mentimeter on Students’ Lab scores

Without Mentimeter With Mentimeter Mean 80.6 84.8 Variance 144.3 90.9 Observations 70 116 Hypothesized Mean Difference t Stat

• 2.52

P(T<=t) one-tail 0.007 t Critical one-tail 1.66 P(T<=t) two-tail 0.013 t Critical two-tail 1.978

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3.3: Assessment of the linear relationship between Class participation and Class Average Scores

50 55 60 65 70 75 80 85 90 95 100 10 20 30 40 50 60 70 80 90 100

Class Average Score (%) Class Participation (%) Pearson’s correlation coefficient (r) = 0.924

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3.4: Impact of Lab Experiment Sequence on Class Average Score

65 70 75 80 85 90 95 PHY 1 PHY 2 PHY 3

Class Average Score (%) Sequential Lab sessions for different classes

Lab 1 Lab 2 Lab 3 Lab 4 Lab 5 Lab 6 Lab 7 Lab 8

r = 0.381 r = 0.607 r = 0.675

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4.0: Conclusion

• Obtained data suggests that the use of Mentimeter improved class grades in a statistically

significant manner (95% confidence interval)

• The observed improvements in class average score correlated positively with class

participation

• Lab sequence had a lesser impact on class average score in sessions that used Mentimeter

compared to those that did not use it

• Student’s were very excited to participate in the class modules using the Mentimeter tool

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4.0: Conclusion

Word Cloud showing students’ comments on one of the lab presentation using Mentimeter

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5.0: Future Direction

• Practical and real life scenarios would be designed into lab presentations to

improve students’ engagement with theoretical concepts

• Incorporation of concept-cartoon based physics questions into lab modules for pre-lab

consideration

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6.0: References

• Education Commission of the States (2017): “STEM Demand”. Retrieved from

vitalsigns.ecs.org/state/united-states/demand

• Lee, A (2018): Disconnections Between Research and Practice in STEM Education. Higher

Education Today. Retrieved from http://www.higheredtoday.org/2018/06/13/disconnections-research-practice-stem- education/ on May 28, 2019

• Rhodes, S (2017): Challenges to STEM Education and How to overcome Them. College

Planning and Management. Retrieved from http://webcpm.com/articles/2017/05/18/stem-education.aspx?m=2 on May 28

• Ramsden P (2003): Learning to teach in higher education. RoutledgeFalmer. Taylor and

Francis Group

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