FALL 2013 Academic Enrichment Report for PHYSICS 301 Course
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- Esmond Wade
- 3 years ago
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From this document you will learn the answers to the following questions:
What is the main component of the final grades in the Physics course?
What did the increase in the rate of enrichment activities increase?
What is the diagram that shows the grading of the final exam?
Transcription
1 FALL 2013 Academic Enrichment Report for PHYSICS 301 Course Overview: Fall 2013 started with overflowing students populations in our Physics 301 course, an elementary general Physics. Fall 2013, we had 125 students in spread over 4 sections which was at least 37% increased when compared to the enrollment in Fall T-CAEIL academic enrichment activities were strictly implemented in this course to improve the academic performances of students from various disciplines such as Animal Science, Occupational Therapy, Political Science, Elementary Education, Architecture and Construction Science, Biology and Chemistry. Students enrolled in this course learned and sometimes mastered the Physics concepts of motion in 1D, 2D, Newton s laws of motion, vectors, work, energy, power, momentum, rotational motions, statics/fluids which enabled them to prepare for entry in to next level Physics II course. Course Personnel: Physics Faculty Dr. Srinivasan, Dr. Chen, Dr. Ntam and Dr. PC. Sharma handled the 4 sections of Physics 301 with course instruction. The staff Ms. Sherry King, Ms. Nikasha Jones, and Dr. Chambliss coordinated the T-CAEIL activities in collaboration with the Physics department. T-CAEIL peer staff, Ms. Leah Sanks, Ms. Kendra Edozie, Mr. Sammie Ely III and Mr. David Yarborough played a vital role in tutoring and assisting all 125 students during the entire Fall semester. Course Activities: Number of academic enrichment activities and software tools has been implemented throughout the course for enhancing the pass rate at the same time to reduce the future repeaters, drop rate and overall failing rate. The following activities were implemented and some of these tasks are in to action for the first time in this Fall semester. Pre- and Post- test assessment administered via Plato-Edmentum software tool Plato and Smarthinking online tutorial system where students utilized the tutorial outside the classroom to enrich their Physics concepts and problem solving skills. T-CAEIL exam study sessions where students heavily used the T-CAEIL tutoring facilities to prepare for both their term tests and final exam. The success formula was established to help students individual needs. 1
2 Back 2 Basics Three workshops to cover (a) conversion of units, (b) vectors and (c) manipulation of physics based problems were offered by the Physics faculty. Three 10 minutes i-clicker quizzes have been administered to evaluate the students participation in these workshops. I-clicker participation was mandatorily implemented in the classroom for the active participation of students on the course instruction. In addition to T-CAEIL Peer staff engaged with the students for tutoring, the Physics faculty spent 10 hours of their office hours in T-CAEIL to assist all 125 students enrolled in the Physics 301. Physics live demonstrations were provided in the classroom to understand the concepts and their real time applications. T-CAEIL awareness and reflections (exit interview) were arranged by the staff to better serve the students for improving their study skills. Course Statistics: The course statistics for FA 13 was evaluated and compared with the previous semesters such as FA 12, SP 13, SU 13. Table below shows this comparison in terms of students enrollment, repeat rate, drop rate and pass rate. With the implementation the above mentioned academic enrichment activities, the pass rate in FA 13 was increased by 0.2% and with respect to SP 13, it was about 20%. The drop rate between Fall semesters was improved about 7%. The course repeat rate in FA 13 was about 22% and this value lies in between the repeaters from both FA 12 and SP 13. FA 13 Grade Distribution Analysis: All 4 sections with 125 students underwent 3 tests (30 points each) and 1 final exam (35 points) in this Physics course. Out of three tests, best 2 exams were considered for grading in addition to the final 2
3 exam scores. We have compared the average grading from the 3 tests and compared with the final exam class performance as shown in the Figure below. From this comparison analysis it was concluded that the grades A and B were increased by at least 2 times, whereas the grades C, D and F decreased in different ratio as shown below. The bottom line from this analysis demonstrated that there was clear cut shift to left (i.e. from C, D, F to B, A) because of the strategic implementation and adoption of academic enrichment activities. The overall passing rate of Physics 301 in FA 13 course is 80%. Based on our analysis, the following gives some data about the final grades in the FA 13 Physics 301 course. PHYS 301 (4 sections): Passing Rate with C or higher: 79.51% Failure Rate with D or F: 20.49% Passing Rate with D or higher: 86.89% Failure Rate with F: 13.11% Plato Learning Environment (PLE) Outcome: Five different reports were generated for the first time via Plato-Edmentum tutorial system licensed to Tuskegee University. The significance and features of these reports are bulleted in the following: 3
4 Pre-/Post- Test Assessment: 45 multiple choice questions from the Physics I concepts were administered using PLE. For this activity, the faculty involved in Physics 301 got specialized training and certification from the representative from Edmentum Inc. T-CAEIL staff and Peer staff worked with the Physics faculty for successful implementation of this activity for the first time. From the pre- and post- test assessment results out of 53 students of similar batch (pool), demonstrated with at least 10% improvement with the score profile shifted towards right and peaked of 70% (see Figure below). PLE Class Usage Summary Report: The Physics students have used the PLE for many course activities such as pre-/post- test assessments, tutorial assignments and modules mastery, problem solving, discussion forum. From the class usage summary report of PLE, it is understood that students on Task on Time ( active usage of PLE) was estimated to be approximately 775 hours, for 4 sections students with population of 125. It is also seen that a student who used efficiently the PLE for course preparation works, not only outperformed his post test score but also improved his problem solving skills that lead to securing higher grade point average when compared to the one not utilized the software. 4
5 Items Response Report: This feature of analysis from the PLE demonstrated with the overall class performance in answering those 45 multiple choice questions. It is visually evidenced that questions, 6, 15 and 17, the pool of 53 students scored below 40% (see Figure below). It is obvious that the poor performance of the students in the pre- test since they did not exposed to the entire course materials on the first few weeks of the semester. However, the post- test these questions showed with outperformance which is not shown in the Figure below. Discussion Forum Report: Apart from the conventional class room lecturing, students were encouraged to lead or participate in threaded discussion forums. It was noticed that the students themselves engaged in discussion of Physics concepts which they acquired from the class room and dialogued with real time applications. It is planned in SP 14; this discussion forum participation qualifies for scoring the included in the final grading. Smarthinking: Smarthinking allowed students to interact with live tutors (24/7), and to submit questions and receive replies from tutors. Not many students have used this licensed software (via blackboard) in FA 13 due to the PLE, however in SP 14; it is mandatorily imposed to use Smarthinking that will secure fraction of 5
6 grading. In SP 14, it is planned that the students will be assigned with a problem where they will work with Smarthinking tutors and submit or upload their dialogue to the instructor. In FA 13, Physics 301 students used only 7 sessions, with total of 180 minutes. i-clickers Usage Report: In the Physics 301 classroom, i-clickers were used to register student s attendance and participation as well. Students have been asked few chapter relevant questions using i-clickers. We learned the strategies of administering i-clicker quizzes to create attentiveness of students in the classroom. Best practices for the successful implementations of i-clickers will be streamlined in SP 14 semester. Lessons Learned and Next Step: The various courses related activities mentioned previously, we have learned the following lessons: (a) how to maximize the students population to take both pre- and post-tests, and (b) how to engage students outside classroom activities such as plato or smarthinking tutorials, T- CAEIL study session s usage etc. 6
7 Experiences and lessons gained from FA 13 activities enabled us to device new strategies to restructure our SP 14 syllabus in align with the Plato courseware and also define rubrics or metrics to accomplish students learning outcomes. The plan of action for SP 14 was presented at the Academic Enrichment Workshop of T- CAEIL and is also given in Table above. The restructuring of the syllabus also reflects our new grade weight change rules for SP 14. According to this grade changing, at least 20% of the final grading mandated the usage of (a) T-CAEIL participation, (b) i-clicker participation, (c) Pre- and post- test assessment, (d) Plato and (e) smarthinking activities. Remarks and Conclusions (T-CAEIL Impact Case Study): In completion of the 2013 fall semester, a scenario is provided to show T-CAEIL s impact for the following student. Student A (see Figure below) usage of various technological tools such as i- clickers, enrichment software (Plato and Smarthinking) positively impacted the student s overall course performance for assignments (unit tests, midterm and final examinations). In particular, Student A, a Political Science major secured a 73 percent grade average at midterm. Student A effectively utilized the aforementioned resource tools and mastered skill levels (kinematics, vectors, secular motion, energy and power. Additionally, Student A spent more than 10 hours in online enrichment to master the concepts. The student s willingness to participate in extended learning activities improved his overall performance by achieving a 90 percent grade average and secured an A grade within the course. In contrast to the case mentioned above, the following student exemplifies nonparticipation in extended learning activities below: Student B, a third time repeater of the course performed below a 50 percent grade average and showed minimum participation in extended learning activities. Therefore, Student B did not improve or master an understanding of concepts and problem-solving skills for General Physics. Such scenarios show the impact of students performance for improving their overall knowledge and skills within the course. The ultimate goal is to assist our students with utilizing academic enrichment resources that will assist them with achieving academic success. Final Note: This final report was a collaborative effort of the Physics Department and Tuskegee- Center for Academic Excellence and Innovative Learning (T-CAEIL). Date of Preparation of this Academic Enrichment Report: January 21,
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