Proposal Title

Impact of Knowledge Probes on Student Learning and Teaching Effectiveness

Proposal Abstract

This study explored the effectiveness of the content knowledge probe (CKP) on student learning and teaching effectiveness in an undergraduate elective Exercise Science course on motor learning and control. Using a pre-post convenience sample quasi-experimental design, 50 students completed CKP's. Participants in the control group (n=89) were not exposed to the CKP. A statistically significant difference was found in final grades of students using CKP (t = 2.17, p = .03). Using linear regression analysis, mean post CKP ratings for each of 5 course units positively correlated with final scores in the class with correlations ranging from .297-.399 and is statistically significant at the p=.05 level for all units. For every unit the student rating increases on the post mean CKP, there is a 5.294 increase in a student's final grade. Graphs indicate an increase in professor's mean rating of teaching effectiveness as students use CKP. Results are discussed in relation to improving teaching and learning. Future directions for using CKP to document teaching effectiveness and student learning is also addressed.

Location

Room 2908

Publication Type and Release Option

Presentation (Open Access)

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Mar 8th, 10:00 AM Mar 8th, 10:45 AM

Impact of Knowledge Probes on Student Learning and Teaching Effectiveness

Room 2908

This study explored the effectiveness of the content knowledge probe (CKP) on student learning and teaching effectiveness in an undergraduate elective Exercise Science course on motor learning and control. Using a pre-post convenience sample quasi-experimental design, 50 students completed CKP's. Participants in the control group (n=89) were not exposed to the CKP. A statistically significant difference was found in final grades of students using CKP (t = 2.17, p = .03). Using linear regression analysis, mean post CKP ratings for each of 5 course units positively correlated with final scores in the class with correlations ranging from .297-.399 and is statistically significant at the p=.05 level for all units. For every unit the student rating increases on the post mean CKP, there is a 5.294 increase in a student's final grade. Graphs indicate an increase in professor's mean rating of teaching effectiveness as students use CKP. Results are discussed in relation to improving teaching and learning. Future directions for using CKP to document teaching effectiveness and student learning is also addressed.