Collection

2021 ASEE St. Lawrence Section Conference

Authors

Matthew Jordan Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Hadas Ritz, Cornell University

. 1c.One measure of whether or not an activity supports student agency is the diversity of solutionsgenerated by students [3]. We analyzed 36 reports from the final guided-inquiry lab and coded theexperimental procedure on five key decisions such as the type of experiment performed, specimengeometry, and measurement method. We identified 29 unique approaches to the problem, with noone approach accounting for more than three submissions.Analysis of student outcomes. Student outcomes were measured by a survey of students’attitudes and self-efficacy administered directly after every lab activity except for the first one.The fraction of students endorsing statements related to a sense of agency increased dramaticallybetween the “traditional” labs and

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, University of Washington Tacoma; Hadas Ritz, Cornell University

members of the instructional team, with an average number ofapproximately 42 submissions per team. 3. Discussion and Conclusions We measure students’ motivation and attitudes towards learning by adopting portions ofthe Motivated Strategies for Learning Questionnaire (MSLQ) that was administered towards theend of each semester [6]. The survey included multiple items related to intrinsic and extrinsicmotivation, self-efficacy, task value, and peer learning and the only statistically significantchange (t-test, 𝑝 ≪ 0. 01) that we observe in the survey results is students’ attitude towardslectures. In 2020 students regard the lectures as more beneficial towards their learning comparedto 2019. Further analysis of this data and the comparison