Udovic et al. (2002) compare student learning gains in a "workshop" introductory biology course, which included numerous active-learning activities, with learning gains in comparison courses taught primarily through lectures.
Pre-post tests and questionnaire surveys were administered to measure student learning gains and to determine students' attitudes and experiences with the CSA learning module respectively.
To compare student performance between treatments, we calculated normalized change scores as a measure of student learning gains and conducted a repeated measures ANOVA.
More explicit research is required to determine the effect of the MakerSpace on student learning gains; however, the outlook is promising.
Student learning gains may be so similar between treatments because, although the simulations differ in instructional mode, the activities share similar learning objectives.
This initial investigation of student learning gains in the areas of multidisciplinary teamwork in a MakerSpace suggests that the innovative configuration of majors and learning environment was effective.
Pre-/post-tests can evaluate student learning gains, but these gains need to be compared to a relevant benchmark to evaluate an intervention's educational impact.
We also aimed to recruit experts, who reported engaging students in generative cognitive engagement (Table 1, Chi and Wylie 2014) for four or more years and had evidence of robust student learning gains and/or a systematic reflection practice.
The MMM survey is tied to the content taught within the MMM module and is designed to capture student learning gains about methods used to monitor and forecast volcanic eruptions through multiple questions.
In this study we assessed student learning gains, self-reported enjoyment, and observed involvement with two natural selection simulations, one physical and the other virtual, as implemented in sections of a large-enrollment introductory biology laboratory course.
We have already used the emergent themes from this qualitative assessment of student learning gains to select quantitative assessments of the noted improvements for the next offered iteration of the course, however, those results are not available yet.
