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| Paper: |
A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics |
| Volume: |
443, Earth and Space Science: Making Connections in Education and Public Outreach |
| Page: |
478 |
| Authors: |
Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G. |
| Abstract: |
This is the second in a series of reports on a national study of the teaching
and learning of astronomy in general education, non-science major,
introductory astronomy courses (Astro 101). We report here on the analysis
of how individual student characteristics affect student learning in these
classes, and whether the demonstrated positive effect of interactive learning
strategies on student learning differs based on these characteristics. This
analysis was conducted using data from nearly 2000 students enrolled in 69
Astro 101 classes taught across the country. These students completed a
15-question demographic survey, in addition to completing the 26-question
Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction.
The LSCI was used to determine student learning via a normalized gain
calculated for each student. A multivariate regression analysis was conducted
to determine how ascribed characteristics (personal demographic and family
characteristics), obtained characteristics (academic achievement and student
major), and the use of interactive learning strategies predict student
learning in these classes. The results show dramatic improvement in student
learning with increased use of interactive learning strategies even after
controlling for individual characteristics. In addition, we find that the
positive effects of interactive learning strategies are the same for strong
and weak students, men and women, across ethnicities, and regardless of
primary language. The research strongly suggests all students benefit from
interactive learning strategies. |
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