Research Problem
Students learn and study concepts/facts but do not have
adequate practice with complex problem solving.
Students are often reluctant to study with classmates, think
creatively about high order problems while preparing for
exams.
exam 1
2
3
intervention: problem sets as in-class group sessions or HW
4 final
Research Question
• Do in-class group problem solving sessions affect
student learning and/or approach to studying for
biochemistry?
• Large core lecture course (~400 students), only one
section
• Sophomores, juniors, and seniors
• Biology majors and non-majors (public health,
neuroscience, chemical and medical engineering and
others)
• Often the first course in which our students encounter
experimental data and interpretation and synthesis
questions in biology
Research Methods
exam 1
SS + CI
2
in-class
HW
4 final
3
in-class
SS
in-class
SS + CI
SS + CI
in-class
year 2
HW
SS
year 1
SS + CI
Data collected
Analysis
Concept inventory responses
Quantitative
Learning gains
Exam performance
Overall exam performance
Concept-specific question
performance
Survey responses
Qualitative and quantitative (openended and directed choice questions)
Demographics (major, year)
Nominal data to identify groups
Logistics
• Randomly-assigned groups of 5 students
• 10 facilitators (4 faculty + 6 teaching assistants)
• Each participant receives 5 points for participating, 5 points for
their group answers (one IF-AT form per group). This is
equivalent to a single homework assignment, 0.4% of overall
course grade
• Students will be assigned group roles: time keeper, sergeant at
arms, answer recorder, etc.
• Problem sets will be ~10 questions related to a single topic
relevant to human disease and biochemistry
• One logistical challenge will be
arranging groups within the traditional
lecture hall
Study strategy survey (draft)
• The following questions are focused on your current approach to studying and doing homework assignments in
science classes (or in biochemistry). (could separate “studying” from “homework” into separate questions)
• Do you currently study with a partner or group? Y/N
• If you work with a partner or group, who are your study partners?
•
•
•
•
•
•
•
Students who have taken biochemistry before
Students who you met in biochemistry class
Students who you met in recitation
Students who you met in biochemistry lab
Students who you met in previous science courses, please specify the course(s) in which you met:
Students who you met from dorms/suitemates
Other, please specify:
• Why do you choose to work with study partners or groups?
• How effective are each of the following approaches in your experience?
• highly, somewhat, neutral, not effective, I do not use this approach
• Listening to podcasts
• Making and studying flashcards/memorization
• Making concept maps
• Using practice problems and old exam questions
• Inventing and answering your own questions
• Reading the textbook, highlighting
• Other
• For the mid- and post-semester versions of the survey:
• If your strategy has changed to work with more people, what prompted this change?
• If your strategy has changed to work with different people, what prompted this change?
• If your strategy has changed to work with fewer people, what prompted this change?
Alignment of Research Question and
Methods
This is why I think it aligns:
• Our experimental design separates the problem sets themselves from the in-class
group work
• Surveys directly address student study strategies
• CI and exam questions directly measure learning of concepts from the problem sets
The data will help me answer my question by:
Tool
Comparison
Conclusion
CI and
exams
years 1 and 2 overall gain
Intervention affects concept
learning
Intervention affects overall learning
Study survey
Pre- and mid- year 1
Changes occur without intervention
Mid and post year 1
Changes occur with intervention
years 1 and 2 mid-semester gain
Changes occur with intervention
years 1 and 2 overall gain
Early intervention affects studying