March 25, 2018
March 25, 2018
March 27, 2018
This study seeks to discern whether the presence of a reflection prompt in an assignment affects the perceived usefulness of the assignment by students (efficacy), the amount of time it takes to complete the assignment (duration), and whether the presence of a reflection prompt in an assignment affects a student’s propensity to engage in reflective behavior in future assignments (persistence). In this study, two sections of a freshman general engineering class (with 40 students in one section and 32 students in the other) were given an assignment to attend a meeting of an engineering-related extracurricular club of their choosing, and to prepare two open-ended questions to ask an officer of the club as a way to help decide whether or not to join the club. The students were then asked to fill out a worksheet to summarize this experience, with the worksheet being identical between the two sections except for the inclusion of a reflective prompt in the version of the worksheet given to the first section. A similar assignment due a week later was given to the students where they had to prepare two open-ended questions to ask a professor as a way to help decide whether or not to become a major in the professor's department. The worksheet for this second assignment was also identical between the two sections except for the inclusion of a reflective prompt in the version of the worksheet given to the second section. An analysis of the students' responses to the usefulness of the assignment, the amount of time it took students to complete the assignment, and whether these two factors changed over time are used to examine the efficacy, duration, and persistence of using a reflection prompt in an assignment.
Lee, J. L. (2018, March), Effect of Reflection Prompts on Efficacy, Duration, and Persistence of Assignments Paper presented at 2018 ASEE Zone IV Conference, Boulder, Colorado. https://peer.asee.org/29607
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