June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.1139.1 - 26.1139.17
Measuring Student Perceptions of Engineering Classroom Activities and the Use of SuchMeasures by Engineering FacultyAbstractUsing a theory of differentiated learning activities in the classroom, an instrument (theFrequency of Differentiated Learning Activities Scale) was developed to measure the frequencyof various learning activities from the student perspective. The learning activities identified bythe instrument have been shown to promote significant positive differences in student learning.Benefits and possible uses of such an instrument include (1) a research tool for measuringfrequency of differentiated learning activities in the engineering classroom (and other STEMclassrooms), (2) an instrument capable of providing a quantitative measure of the frequency ofdifferentiated learning activities for instructor self-reflection, and (3) a means to assess if studentperception of classroom activities aligns with what actually occurs in the classroom. Theinstrument was piloted through cognitive interviews with 12 post-secondary undergraduatestudents, including 5 engineering majors, and a content expert review of the guiding frameworkfor the instrument, the item development process, as well as a qualitative review of the finalitems themselves. Results from the pilot study suggest initial validity evidence for theinstrument. Examples of the intended uses are provided as well as engineering faculty feedbackon these intended uses.
Little, D. L., & Quardokus Fisher, K., & Brown, S. A., & Koretsky, M., & Bouwma-Gearhart, J. (2015, June), Measuring Student Perceptions of Engineering Classroom Activities and the Use of Such Measures by STEM Faculty: The Development of the Student Class Activity and Engagement Instrument Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24476
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