5_2 : Worthington To Provide Or Not To Provide

Question 1

Would students like to have access to slides for their courses?

Answer 1

Generally yes, 84% of students in the Worthington article felt that they should have access

Question 2

Connection to prior research

Answer 2

Connecting to “The pen is mightier than the keyboard”, it has been shown that having a lot of verbatim notes is not a good method for studying if you do not encode while active notetaking

Question 3

What are the key concepts in what we read?

Answer 3

1. providing PowerPoint slides
2. Pedagogical effects

Question 4

What question(s) did the author(s) set out to answer?

Answer 4

1: Will access to PowerPoint slides -> affect attendance rates?

2: Will access to slides ->higher scores on course exam questions?

3: utilizing copies of slides -> higher scores on course exam questions?

4: access the full set of slides VS partial slides -> higher exam scores?

5: Does the effect of instructor-provided slides on class performance vary by academic achievement levels?

attendance, higher scores, full vs partial, effect of slides

Question 5

How did the author(s) go about studying their research question(s)?

Answer 5

Method

N - 204 UGs

3 topics throughout spring and fall semester

ST1: No slide VS FT1: Partial slide

ST2: No slide VS FT2: Partial slide

ST3: Partial Slide VS FT3: Full slide

• No slide - had no access to any slides
• Partial slide - given key words, few bullet points and Cornell style notes on the right side for personal exansion
• Full Slide - exact copy of professor slides

DV’s

• Course attendance : sign in sheet
• Student performance
  
  • MC q on 3 non-cumulative midterm
  • MC q on cumulative final
  • q: recall + application
• Student reactions to course slides/lectures
  
  • Accessed slides? took slides to class? used to study?

Question 6

RQ1 -> For which group was the attendance rate higher?

Answer 6

Compared ST1/ST2(no slide) and FT1/FT2 (partial slide)

No difference in student attendance

Question 7

RQ2 ->Which group got higher exam scores(having access to slides)

Answer 7

Compared ST1/ST2(no slide) and FT1/FT2 (partial slide)

No difference in exam scores

Question 8

RQ3-> Students who had access to slides were divided into 2 groups (brought class or did not bring)

Answer 8

Compares FT1 , FT2,ST3, FT3

FT1 (partial): Ss who took slides to class scored lower on exams than Ss who didn’t take them

FT2 (partial): Ss who took slides to class scored slightly lower on exams than Ss who didn’t take them (non-significant)

ST3 (partial): Ss who took partial slides to class scored lower on exams than Ss who didn’t take them

FT3: Ss who took slides to class scored slightly lower on exams than Ss who didn’t take them (non-significant)

Question 9

RQ4: For which group was exam scores higher? (full set outperform partial notes)

Answer 9

Compared ST3 vs FT3

no difference in exam scores

Question 10

RQ5: Does having access vary by academic achievement level?

Answer 10

All groups compared (the comparison of groups did not relate to GPA)

3 groups of students, based on cumulative GPA (tertile split)
- 3.20-4.0
- 2.71-3.19
- <=2.7

No significant interaction between GPA and slide condition for any of the three topics

Question 11

What are the results (Overall)

Answer 11

• Regression analysis for each topic

-GPA was the primary predictor of exam performance
- Bringing slides to class negatively affected exam performance for topics 1 and 3

Question 12

Discussion

Answer 12

• Students who bring slides might become more passive in the learning process
• Students might have more comprehensive notes, but that doesn’t mean they learn more
  (improve external storage without improving encoding)

Question 13

Limitations

Answer 13

• 1 course over 2 semesters
• Use of slides based on self-reports
• didn’t direction measure passitivity (active thinking)

Question 14

Why should we care?

Answer 14

Come to class without the professors slides

“thorough notes DOES NOT = fantastic learning