For example, the patterns of adaptive learning survey [29] can be adapted to a specific domain to measure motivational constructs across broad academic domains (i.e., math, science).
Those who reported having a good SOD learned survey knowledge substantially more accurately and quickly; those who reported having a poor SOD learned them less accurately and quickly, in some cases, virtually failed to learn them at all.
Using the multi-item self-report survey known as the Santa Barbara Sense-of-Direction (SBSOD) scale (Hegarty, Richardson, Montello, Lovelace, & Subbiah, 2002), Ishikawa and Montello found that SBSOD scores related mostly to how well participants learned survey relations, such as straight-line directions between landmarks on their test routes.
Researchers participating in AGRRA learned survey techniques through standardized training programs.
To test for correlation between the institutional characteristics and student learning outcomes (both learning survey responses and knowledge gains shown on quizzes), we applied multiple linear regression using IBM SPSS Statistics Version 20.
To examine the attitudes these alumni had toward science in general and their experience with the GEP in particular, we asked them to complete a survey much the same as our original postcourse learning survey.
Using multiple linear regression to test for correlation, we found that neither student improvement on the annotation quizzes nor positive responses on the GEP SURE-matched learning survey correlated significantly with most characteristics of the home institution.
Institutional characteristics such as public or private funding, student body size, the presence or absence of advanced degree programs in biology, or the prevalence of particular subgroups of students such as first-generation college students or minority students had no significant effect on the overall knowledge and learning survey scores.
We see a similar impact on student attitudes from the GEP course compared with a traditional independent summer research experience as measured by the learning survey, but find that the impact correlates with the amount of time the instructor was able to devote to the project.
As an apprentice to an engineer and architect, Evans learned surveying.
