دورية أكاديمية
Use of Exam Wrappers and Measures of Anxiety on Class Performance in Six Gateway STEM Courses at a Small Liberal Arts College
| العنوان: | Use of Exam Wrappers and Measures of Anxiety on Class Performance in Six Gateway STEM Courses at a Small Liberal Arts College |
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| اللغة: | English |
| المؤلفون: | Swalve, Natashia, Harwood, Amanda, Calhoun, Eric S. |
| المصدر: | College Teaching. 2021 69(3):138-149. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Metacognition, Test Anxiety, Academic Achievement, STEM Education, Learning Activities, Student Attitudes, Instructional Effectiveness, Science Instruction |
| DOI: | 10.1080/87567555.2020.1833826 |
| تدمد: | 8756-7555 |
| مستخلص: | Demand for STEM majors is increasing, yet attrition in STEM classes is common. Exam wrappers and asking students to write on test anxiety have both been shown to be somewhat successful as simple interventions. This study examined the impact of exam wrappers (termed a post-exam wrapper) that specifically included a multiple-choice question about test anxiety (termed a pre-exam wrapper) on student success in STEM courses. Students (n = 288) in six STEM classes were given both pre- and post-exam wrappers prior to and after assessments and were randomly assigned into two groups. Students were asked about their college-related anxiety or their anxiety related to the current test. Attitudes about the course, perceived ability to succeed, and difficulty of the class were measured before and after the course. There were no significant differences between conditions, but one course showed a decrease in grades from previous years. Together, this research suggests that limited interventions may not be substantial enough to improve student performance in STEM courses and could potentially decrease student success, dependent on the factors of the course and student mindset. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1299172 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 8756-7555 |
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| DOI: | 10.1080/87567555.2020.1833826 |