Understanding the impacts of extra credit modules on students’ learning experience in a 100-level electrical and computer engineering course

David H. Smith; Ujjal K. Bhowmik; Yuting W. Chen

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: First-Year Programs Division (FYP) - Technical Session 1: Course Design
Tagged Division: First-Year Programs Division (FYP)
Page Count: 16
DOI: 10.18260/1-2--44547
Permanent URL: https://peer.asee.org/44547
Download Count: 98

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Paper Authors

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David H. Smith IV University of Illinois at Urbana-Champaign

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David Smith is a PhD candidate at the University of Illinois at Urbana-Champaign in the area of Computers and Education. He has experience teaching multiple computer science courses and has played a central role in creating curricula that is used for teaching and testing hundreds of introductory CS students at the University of Illinois. Prior to joining University of Illinois he completed his B.S. in Computer Science at Western Washington University.

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Ujjal K. Bhowmik University of Illinois at Urbana-Champaign

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https://ece.illinois.edu/about/directory/faculty/ubhowmik

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Yuting W. Chen University of Illinois Urbana-Champaign

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Dr. Yuting W. Chen received the B.S. degree from University of Illinois Urbana-Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engineering. She is currently a Teaching Associate Professor in Electrical and Computer Engineering at University of Illinois Urbana-Champaign. Her current interests include recruitment and retention of under-served students in STEM, professional development for graduate students, and curriculum innovation in computing.

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Abstract

This Complete Evidence-based practice paper investigates students' perceptions regarding the presence of two extra credit (EC) modules on parallel computing topics. Prior studies into these EC modules showed a high participation rate (48-60%) across three semesters and high performance (80-88%) on the end-of-module EC quiz. The presence of extra credit has long been a topic of discussion in education, gaining strong supporters on both sides. Those opposed to extra credit cite ethical concerns related to grade inflation and question the utility of providing students with extra work that is not distributed as a traditional assignment. However, prior work has shown that EC, when carefully designed, can have affordances such as reducing stress and motivating additional learning. This paper seeks to extend the previous, quantitative findings relating to these parallel computing EC modules by investigating students' motivations for completing or not completing the modules, as well as impacts on anxiety, effort, and learning. In doing so we seek to understand the affordances and drawbacks of extra credit in an effort to provide further insight into how to effectively design and deploy EC in introductory engineering courses.

A survey, consisting of a mix of five-point Likert items and short answer questions, was piloted to a large introductory electrical and computer engineering course (N=400) from which 83 students responded. Filling out the survey took approximately 15 minutes and students were compensated for their participation with free drink certificates which were redeemable at the department's cafe. The Likert questions are relating to: 1) student motivations for completing the extra credit, 2) perceived learning gains from extra credit opportunities, 3) the amount of effort students are willing to dedicate to EC opportunities, 4) the amount of interest generated in the topics EC assignments covered, and 5) the amount of anxiety generated by the presence of EC in the course. Survey responses for a set of short answer questions were analyzed with multiple rounds of inductive coding. In cases where a large number of codes emerged, axial coding methods were used to extract thematic groups.

The following are results from the Likert questions and analysis of the corresponding short response questions. For those respondents who did complete the EC modules, the primary motivations they identified were: 1) maximizing their grade either by supplementing their current grade or protecting it from potential deductions in the future, 2) exploring new concepts, and 3) the approachability of the assessments due to their perceived low difficulty level and time requirements. Similarly, among those respondents who did not complete the EC modules, they stated a lack of time and no need for the extra points as the primary reasons.

Students overwhelmingly indicated through their Likert responses that they were willing to put large amounts of effort into extra credit assignments even in cases where they were only worth a few points. When asked about the factors that influence that effort, responses expanded upon the notion of 'grade protection' with some responses indicating that, if the time and points were sufficient, they were willing to dedicate large amounts of effort to the assignment. In particular, they are concerned about protecting against falling below grade boundaries (e.g., B+ vs A-). Related to this, when students were asked about the relationship between anxiety and the presence of extra credit, though the majority indicated through Likert responses that it had no negative impact, several suggested that the increase or protection in grade that the EC provides reduced their anxiety. With that said, a few did indicate that they either felt stress while completing the EC quiz and some stress immediately prior to beginning the quiz.

In terms of the impact of parallel computing EC modules on students' interest in those concepts, responses were evenly split between no impact and some degree of positive impact, with no response reporting a negative impact. Those who felt it had a positive impact mentioned enjoying the opportunity to engage with a new concept and that opportunity increased their interest in that topic. Furthermore, when asked to reflect on what aspects of the assignments they found interesting and why, students' responses contained themes such as gaining further insight into and extending their knowledge of more fundamental concepts they had learned previously. Furthermore, several mentioned enjoying the authentic, “real-world” feel of the tasks.

Citation
Format

Smith, D. H., & Bhowmik, U. K., & Chen, Y. W. (2023, June), Understanding the impacts of extra credit modules on students’ learning experience in a 100-level electrical and computer engineering course Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44547

TY - CPAPER
AB - This Complete Evidence-based practice paper investigates students&#39; perceptions regarding the presence of two extra credit (EC) modules on parallel computing topics. Prior studies into these EC modules showed a high participation rate (48-60%) across three semesters and high performance (80-88%) on the end-of-module EC quiz. The presence of extra credit has long been a topic of discussion in education, gaining strong supporters on both sides. Those opposed to extra credit cite ethical concerns related to grade inflation and question the utility of providing students with extra work that is not distributed as a traditional assignment. However, prior work has shown that EC, when carefully designed, can have affordances such as reducing stress and motivating additional learning. This paper seeks to extend the previous, quantitative findings relating to these parallel computing EC modules by investigating students&#39; motivations for completing or not completing the modules, as well as impacts on anxiety, effort, and learning. In doing so we seek to understand the affordances and drawbacks of extra credit in an effort to provide further insight into how to effectively design and deploy EC in introductory engineering courses.

A survey, consisting of a mix of five-point Likert items and short answer questions, was piloted to a large introductory electrical and computer engineering course (N=400) from which 83 students responded. Filling out the survey took approximately 15 minutes and students were compensated for their participation with free drink certificates which were redeemable at the department&#39;s cafe. The Likert questions are relating to: 1) student motivations for completing the extra credit, 2) perceived learning gains from extra credit opportunities, 3) the amount of effort students are willing to dedicate to EC opportunities, 4) the amount of interest generated in the topics EC assignments covered, and 5) the amount of anxiety generated by the presence of EC in the course. Survey responses for a set of short answer questions were analyzed with multiple rounds of inductive coding. In cases where a large number of codes emerged, axial coding methods were used to extract thematic groups.

The following are results from the Likert questions and analysis of the corresponding short response questions. For those respondents who did complete the EC modules, the primary motivations they identified were: 1) maximizing their grade either by supplementing their current grade or protecting it from potential deductions in the future, 2) exploring new concepts, and 3) the approachability of the assessments due to their perceived low difficulty level and time requirements. Similarly, among those respondents who did not complete the EC modules, they stated a lack of time and no need for the extra points as the primary reasons.

Students overwhelmingly indicated through their Likert responses that they were willing to put large amounts of effort into extra credit assignments even in cases where they were only worth a few points. When asked about the factors that influence that effort, responses expanded upon the notion of &#39;grade protection&#39; with some responses indicating that, if the time and points were sufficient, they were willing to dedicate large amounts of effort to the assignment. In particular, they are concerned about protecting against falling below grade boundaries (e.g., B+ vs A-). Related to this, when students were asked about the relationship between anxiety and the presence of extra credit, though the majority indicated through Likert responses that it had no negative impact, several suggested that the increase or protection in grade that the EC provides reduced their anxiety. With that said, a few did indicate that they either felt stress while completing the EC quiz and some stress immediately prior to beginning the quiz.

In terms of the impact of parallel computing EC modules on students&#39; interest in those concepts, responses were evenly split between no impact and some degree of positive impact, with no response reporting a negative impact. Those who felt it had a positive impact mentioned enjoying the opportunity to engage with a new concept and that opportunity increased their interest in that topic. Furthermore, when asked to reflect on what aspects of the assignments they found interesting and why, students&#39; responses contained themes such as gaining further insight into and extending their knowledge of more fundamental concepts they had learned previously. Furthermore, several mentioned enjoying the authentic, “real-world” feel of the tasks.
AU - David H. Smith IV
AU - Ujjal K. Bhowmik
AU - Yuting W. Chen
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Understanding the impacts of extra credit modules on students’ learning experience in a 100-level electrical and computer engineering course
UR - https://peer.asee.org/44547
DO - 10.18260/1-2--44547
ER -