Lani, B., & De Vries, C. (2022, August), Evaluating the Effectiveness of a Statics Recitation Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40828

\bibitem{asee_peer_40828}
  Lani, B., \& De Vries, C. (2022, August), \emph{Evaluating the Effectiveness of a Statics Recitation Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40828

Brian Lani and Charlotte De Vries.  "Evaluating the Effectiveness of a Statics Recitation Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40828 Internet.  05 Feb, 2025

\bibitem{asee_peer_40828}
  Brian Lani and Charlotte De Vries.
  "Evaluating the Effectiveness of a Statics Recitation Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40828 Internet.  05 Feb, 2025

@INPROCEEDINGS{asee_peer_40828
author = "Brian Lani and Charlotte De Vries"
title = "Evaluating the Effectiveness of a Statics Recitation Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40828}
number = {10.18260/1-2--40828}
}

TY  - CPAPER
AB  - This paper summarizes a multi-semester study on the development and effectiveness of a Statics recitation course designed to improve both the passing rate in a fundamental class and student retention in the engineering program. The impact of recitation on student grades was determined by comparing the passing rate of “at-risk” students who registered for recitation with those who did not take the recitation course. Learning data such as grades and self-reported information from surveys were analyzed through binomial logistical regression analysis to determine their ability to predict student success in the course. The goal was to develop a method of identifying students who would be at risk of failing the course based on historically predictive indicators of student learning and invite “at-risk” students to join the recitation course earlier in the semester. This data included midterm grades, math prerequisite scores, cumulative GPA, recitation status, and survey responses. Fall 2020 had no recitation course and thus served as a baseline for data comparison. Survey data on perceived ability in course outcomes showed no correlation with student performance, while learning data proved to be successful performance indicators. From the baseline data, midterm 1 exam scores were deemed the best predictor for student success and those who scored below 70% were labeled as “at-risk” for the remainder of data collection. The passing rates of at-risk students was higher when they were enrolled in the recitation course. Two-sample proportion tests confirm the results and binomial logistical regression supports the idea that recitation plays a role on predicting student success. Overall survey feedback showed that most had a positive experience and would recommend the recitation course to a friend. This paper discusses the motivation for intervening with Statics, the data collection procedure, and the recitation course pedagogy.
AU  - Brian Lani
AU  - Charlotte De Vries
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Evaluating the Effectiveness of a Statics Recitation Course
UR  - https://peer.asee.org/40828
DO  - 10.18260/1-2--40828
ER  -