Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements

We compared effects of tutoring by students and by staff. In four courses in each of two consecutive first years of an undergraduate problem-based law curriculum we examined the achievements and perceptions of tutors of students taught by student and staff tutors. Achievements were measured by the results on the regular end-of-course tests. After the end-of-course tests students’ perceptions were obtained by an online questionnaire and by a semi-structured focus group interview. The aim of the focus groups was to gain more in-depth insight into students’ perceptions. No significant differences in achievement and perceptions of tutors were found. Students’ perceptions of both staff and student tutors were generally positive. The results suggest that students that are carefully selected and well trained can be effective as tutors in the first year of an undergraduate problem-based curriculum.     

Change in Student Perceptions of Course and Instructor Following Curriculum Change

Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.     

Problem-based learning and the development of metacognition

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.     

Group Projects for First-year University Students: an evaluation

During the academic year 1992-93, Level 1 students in the biosciences were required to carry out group projects over a two-week period. A class of 120 students, divided into groups of four, was given one of three projects, the assessment of which contributed to their final end-of-semester marks. Students' views of the projects were assessed using a comprehensive questionnaire. The issues addressed include (1) student perceptions of project work; (2) student perceptions of working as part of a small team/group; (3) student perceptions of skills attained during the course of the group project work. The results of this study indicate positive outcomes from such practical work.     

College Classroom Environments: Disciplinary and institutional-type differences and effects on academic achievement in introductory courses

Using the College Classroom Environment Scales (CCES) and controlling for differences in class size, it was found that there were significant differences in students' perceptions of their classroom social climates depending on the type of collegiate institution they attended. Students at research universities perceived their classes as having more structure than did those at two year colleges and liberal arts colleges and they perceived less concern by instructors for their personal development and learning than did students at liberal arts colleges. Two-year college students perceived that their classes had higher academic standards than did their counterparts at liberal arts colleges. When comparing classes (and controlling for class size) in English composition, laboratory sciences, and behavioral sciences, it was found that students in English classes perceived them as being the most intellectually exciting and interesting, as being the most academically rigorous, as having the least amount of formal structure, and as promoting more friendships and cooperation among students (than in behavioral sciences classes). Laboratory sciences classes were perceived as having the most hostile and intimidating environments. Significant interactions of institutional type and academic discipline occurred on all scales of the CCES. It was found that perceptions of the classroom environment differentially affected students' course grades in each of the academic discipline areas.Mary E. Vahala is currently Associate Director of Student Activities and Centers at the University of Wisconsin-LaCrosse and teaches in the college student personnel program. She obtained an Ed.D. in counseling and student personnel services from the University of Georgia. Her research interests focus on environmental assessment. Roger B. Winston, Jr. obtained his Ph.D. in counseling and student personnel services from the University of Georgia. He is professor and coordinator of the student affairs administration specialty in the Department of Counseling and Human Development Services at the University of Georgia. His research interests include environmental and outcomes assessment in higher education and the psychosocial development of college students.     

A comparative study of students' and their teacher's perceptions of laboratory work in secondary schools

This article reports on a study of student and teacher perceptions of the purpose and effectiveness of laboratory work in science at the Year 10 level of secondary school. The main focus of the study was a comparison between the perceptions of one class of students and their teacher at each of six different schools with regard to the aims, regularity, conduct and assessment of laboratory work. The study identified a number of areas of mismatch between students and their teachers. The findings of the study will be of use to teachers in developing and improving their science curriculum, particularly with regard to laboratory work.     

A comparison of actual and preferred classroom environments as perceived by science teachers and students

This study of perceptions of classroom environment is distinctive in that, first, it made use of two instruments (the Individualized Classroom Environment Questionnaire and Classroom Environment Scale) which have had very little use in prior science education research and, second, it involved assessment not only of student perceptions of actual environment, but also of student perceptions of preferred environments and teacher perceptions of actual environment. Administration of these instruments to a sample of 2175 junior high school students in 116 classes revealed that the environment scales exhibited satisfactory internal consistency reliability and discriminant validity in each of the three forms (student actual, student preferred, and teacher actual), and that there were some fascinating systematic differences between the profiles of environment scale scores obtained for the different forms. In particular, it was generally found that students preferred a more favorable classroom environment then was perceived as being actually present and that teachers perceived the environment of their classes more favorably than did students in the same classrooms.     

Student‐centered integrated anatomy resource sessions at Alfaisal University

Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem‐based learning (PBL) curriculum. PBL is a well‐established student‐centered approach, and the authors have sought to examine if a student‐centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self‐directed learning questions. All IRSs were primarily directed by students. During two second‐semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student‐centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non‐IRS blocks. A student‐centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first‐year medical students. Anat Sci Educ 3:272–275, 2010. © 2010 American Association of Anatomists.     

Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors—they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed.     

Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.     

Factors influencing student perceptions of high-school science laboratory environments

Science laboratory learning has been lauded for decades for its role in fostering positive student attitudes about science and developing students’ interest in science and ability to use equipment. An expanding body of research has demonstrated the significant influence of laboratory environment on student learning. Further research has demonstrated differences in student perceptions based on giftedness. To explore the relationship between giftedness and students’ perceptions of their learning environment, we examined students’ perceptions of their laboratory learning environment in biology courses, including courses designated for high-achieving versus regular-achieving students. In addition, to explore the relationship between students’ perceptions and the extent of their experience with laboratory learning in a particular discipline, we examined students’ perceptions of their laboratory learning environment in first-year biology courses versus elective biology courses that require first-year biology as a prerequisite. We found that students in high-achieving courses had a more favourable perception of all aspects of their learning environment when compared with students in regular courses. In addition, student perceptions of their laboratory appeared to be influenced by the extent of their experience in learning science. Perceptions were consistent amongst regular- and high-achieving students regardless of grade level. In addition, perceptions of students in first year and beyond were consistent regardless of grade level. These findings have critical applications in curriculum development as well as in the classroom. Teachers can use student perceptions of their learning environment to emphasize critical pedagogical approaches and modify other areas that enable enhancement of the science laboratory learning environment.     

在中职课堂教学中有效开展小组合作学习的困难及对策

小组合作学习是一神教学策略,也是新课程倡导的学习方式之一.然而,在实施小组合作学习的过程中,却也存在着许多的困难.文章针对中职课堂中实施小组合作学习的问题提出了应对策略.     

Getting the most out of audience response systems: predicting student reactions

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study expands on previous work by simultaneously evaluating several student and practice variables that may predict student perceptions of ARS. Perceived learning outcomes, engagement, interaction in class, enjoyment of ARS, attendance, and preparation for class were examined using multivariate regression analysis in two undergraduate samples. Student variables, including gender, grade, and year of program predicted student perceptions of ARS. Practice variables, including the consistency of ARS use, question type, question difficulty, and ease of use also predicted student perceptions. The nature and implications of these findings are discussed.     

Students' Perceptions of Interpersonal Aspects of the Learning Environment

This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it.     

Student perceptions of how critical thinking is embedded in a degree program

Critical thinking is a highly valued outcome of university study, although its nature is difficult to define. Most students are not directly taught critical thinking, but are expected to display it in at least some of their assignments. We do not know much about student perceptions of their development as critical thinkers in their degree programs. This paper presents research into student perceptions of instruction in critical thinking and aspects of its development as they study in an undergraduate degree program in agriculture. Twenty‐one students across four years of study were interviewed. They received direct instruction in critical thinking only in the first year of study, and the literature review emerged as a key genre in which critical thinking was perceived to be important by later‐year students. The final sections highlight the importance of considering the disciplinary contexts in which students develop their critical thinking, and of preparing them for transfer to post‐study contexts.     

Intellectual and Personality Characteristics of University of Utah Students

Abstract

The purpose of the study Is to determine if counselors perceive secondary school students differently from teachers. A group of 25 effective teachers, as determined by their respective principals, and a group of 25 counselors-intraining were interviewed by the author. Each subject completed an 84-item Q-sort constructed of items describing an ideal student. Each item on the Q-sort was judged by a three-judge panel to describe a student as being more flexible or more rigid.

The two groups were matched according to degrees earned, sex, and age. The teacher group averaged six more years' experience than the counselor group.

Each subject's Q-sort was scored to produce a flexible score or a rigid score according to how the subject perceived the ideal student. A significant difference at the 0.1 level of confidence was found when Chi Square was used to analyze the data.

This study suggests that perceptual differences occur between two groups of persons in similar helping relationships which may be directly related to the personalities of the helpers. These perceptual differences are necessary for being effective In either helping relationship.     

Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption

This study examined the temporal patterns and concurrent effects of teachers and peers on the motivational climate to student’s achievement goal adoption in the physical education (PE) classroom. On three occasions, over the course of one school year, 655 students in Years 7, 8, and 9 of a secondary school completed measures of approach-avoidance goal adoption, perceptions of the teacher-created motivational climate and perceptions of the peer-created motivational climate in PE. Measures were taken towards the end of each school term. Perceptions of a teacher mastery climate were found to decrease over the course of the school year, while perceptions of a peer performance climate increased. Multilevel analyses considered the intraindividual, interindividual and interclass levels and revealed that perceptions of both the teacher and peer climate influenced student achievement goal adoption over the course of the school year. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on the motivational climate in order to understand the dynamics of student motivation in the PE classroom.     

课堂中的“安全岛”：学生学习小组的特征和作用——基于罗杰斯安全心理的研究分析

基于卡尔罗杰斯关于安全感的研究论述,分析并论述如何在课堂教学中通过四人小组建立符合学生学习心理需求的＂安全岛＂,让学生得以在安全的学习氛围中主动参与课堂教学,提高学习积极性,从而最大限度地提升教学的有效性。