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Waters, David; Jilakara, Rahul – Journal of College Science Teaching, 2023
This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students' study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students…
Descriptors: Physics, Science Tests, Study Habits, Correlation
Jensen, Philip A.; Barron, James N. – Journal of College Science Teaching, 2014
Students routinely ignore negative feedback regarding their performances early in college science courses. In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper…
Descriptors: Biology, Predictive Validity, Grade Prediction, Feedback (Response)
Smith, Michelle; Thomas, Katie; Dunham, Maitreya – Journal of College Science Teaching, 2012
Pre/post concept assessment testing is becoming increasingly common in college courses. Instructors use different approaches to give assessments, but few studies have examined how administration differences affect results. Here, we ask if administering a posttest on the final exam differs from administering it on the last day of class with extra…
Descriptors: Teaching Methods, Genetics, Teaching Styles, Validity
Herreid, Clyde Freeman; Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric – Journal of College Science Teaching, 2014
Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely…
Descriptors: Case Studies, Learner Engagement, College Faculty, Program Descriptions
Koenig, Kathleen; Schen, Melissa; Edwards, Michael; Bao, Lei – Journal of College Science Teaching, 2012
Retention of majors in science, technology, engineering, and mathematics (STEM) is a national problem that continues to be the focus of bridging and first-year experience programs. This article presents an innovative course, Scientific Thought and Methods, that targets students with low math placement scores. These students are not eligible for…
Descriptors: Thinking Skills, STEM Education, Scores, Introductory Courses