Diverse Use of Surveys Contribute to

Understanding Students and Improving Courses

Leo F. Denton and Dawn McKinneyhttp://www.cis.usouthal.edu/~mckinney/FIE2005.ppt

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Diverse Use of SurveysRationale for using surveysFactors measuredFindingsThe instrumentsProfessional practicesTips

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Use of Surveys Understanding students

Educational research

Improvement of courses

Evaluation of student performance

Student self-reflection

Quantitative measures of affective development

Correlation between affective development and cognitive achievement

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

American Association for Higher Education’s Support for Affective Assessment

Learning “involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.”

Nine Principles of Good Practice for Assessing Student Learning (2003)

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Obstacles to achievement/retention

Non-sustained student interest Inadequate faculty and peer support Attraction of other disciplines Difficulty of discipline Class sizes Inadequate prior knowledge Intimidating atmosphere Personal problems

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Affective Factors Measured(1) Competence and lack of pressure

(2) Value and interest

(3) Effort

(4) Student-peer belonging

(5) Student-faculty belonging

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

FindingsAffective Factors

Student interest, belonging, effort, lack of pressure, perceived competence, and value correlate with course grade

These factors often decrease during the course of the semester

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

FindingsObjectives

Sections using systematic affective objectives and strategies have higher levels of affective factors and higher course completion rates

Affective factors impact all students including women and minorities

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

FindingsInternalization

The internalization of professional practices can be accomplished in introductory courses and correlates with higher course grades

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Assessment Instruments Quantitative

Intrinsic Motivation Inventory (IMI) Institutional Integration Scale Anderson-Butcher Belonging

Scale Qualitative

Peer Evaluations BAM chart

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Sample ItemsFactor Item Perceived Competence Value

Effort

Lack of Pressure

Overall Belonging

Faculty Belonging

Interest

Peer Belonging

I am satisfied with my performance in this course.

I think that this course is important because it will help me obtain my goals.

It is important for me to do well in this course.

I have been very relaxed while programming on my laptop.

I think that I have been a valued member of this class.

I have been accepted by the course instructor.

Learning computer language syntax has not held my attention.

I have been accepted by the students in this class.

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

National Association of Colleges and Employers’ Top-10 characteristics most wanted in college graduates Communication skills Honesty/integrity Teamwork skills Interpersonal skills Motivation/initiative Strong work ethic Analytical skills Flexibility/adaptability Computer skills Organizational skills

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

The Good The Bad The Ugly

Communication

“He is good at explaining things to those who are not grasping a particular concept.”

“He sometimes talks over weaker members.”

“Maybe you should discuss appropriate behavior toward women with him.”

Cooperation

“A good quality is her positive attitude and willingness to participate and help where needed.”

“Does not contribute to group discussions/effort noticeably or effectively.”

“I think he talks out of turn, his comments are inappropriate, and he is disrespectful toward the customer.”

Work Ethic

“She is willing to learn and take extra steps to dig for material. I feel she is determined to do well.”

“He is normally absent and when present never wants to work on the project.”

“Sleeps during class, is absent a lot, doesn’t really help during lab, just kind of sits back and watches”

Sample peer evaluations data

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

BAM Chart

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Leo F. Denton, Dawn McKinney, and Michael V. Doran. Integrated Use of Bloom and Maslow for Instructional Success in Technical and Scientific Fields, ASEE, Montreal, Canada (2002).

Leo F. Denton, Dawn McKinney, and Michael V. Doran. Promoting Student Achievement with Integrated Affective Objectives, ASEE, Nashville, Tennessee, USA (2003).

Dawn McKinney and Leo F. Denton. Houston, we have a problem: there’s a leak in the CS1 affective oxygen tank, SISCSE, Norfolk, VA, March 2004.

Dawn McKinney, Julie Froeseth, Jason Robertson, Leo F. Denton, and David Ensminger. Agile CS1 Labs: eXtreme Programming Practices in an Introductory Programming Course, XPAU 2004, Calgary, Canada, August 15-18, 2004.

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Leo F. Denton and Dawn McKinney. Affective Factors and Student Achievement: A Quantitative and Qualitative Study, FIE, Savannah, GA (2004).

Dawn McKinney and Leo F. Denton. Affective Assessment of Team Skills in Agile CS1 Labs: The Good, the Bad, and the Ugly, SISCSE, St. Louis, MO February 23-27, 2005.

Leo F. Denton, Dawn McKinney, and Michael V. Doran. A Melding of Educational Strategies to Enhance the Introductory Programming Course, FIE, Indianapolis, IN (2005).

http://www.cis.usouthal.edu/~mckinney/affective_papers.htm

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

TipsChoose factorsSpecific activitiesStudent benefitsThoughtful responsesSpecific belonging Idealism & burnout

FIE 2005Indianapolis, Indiana

School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

Leo F. Dentonldenton@usouthal.edu

Dawn McKinneydmckinney@usouthal.edu

http://www.cis.usouthal.edu/~mckinney/FIE2005Panel.ppt