Pilot Study for STARS (Self Tracking, Assessment and Reflection Study) in General Chemistry Course
Session Format
Poster Session (90 minutes)
Target Audience
Research
Location
Poster Presentations (PARB 114/115)
Abstract for the conference program
In this time management study, we focused on a class of undergrad students in their first semester of chemistry (Principles of Chemistry I) course. The intended purpose for this project was to understand on how the use of instructor designed time management tools and intervention techniques relate to the student success as measured by exams and overall course grades. The overarching goal was to help them responsibly allocate their time and resources to focus more on their study habits and success. The expected outcome is a positive correlation between better study habits, more time spent studying, and higher overall exam grades. The final assessment was carried out by giving surveys to ascertain whether the tools were used and how their helpfulness was perceived.
Proposal Track
R1: Projects in Process
Start Date
3-21-2019 6:00 PM
End Date
3-21-2019 8:00 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Graves, Issac; Landge, Shainaz M.; and Orvis, Jessica, "Pilot Study for STARS (Self Tracking, Assessment and Reflection Study) in General Chemistry Course" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 1.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/1
Pilot Study for STARS (Self Tracking, Assessment and Reflection Study) in General Chemistry Course
Poster Presentations (PARB 114/115)
In this time management study, we focused on a class of undergrad students in their first semester of chemistry (Principles of Chemistry I) course. The intended purpose for this project was to understand on how the use of instructor designed time management tools and intervention techniques relate to the student success as measured by exams and overall course grades. The overarching goal was to help them responsibly allocate their time and resources to focus more on their study habits and success. The expected outcome is a positive correlation between better study habits, more time spent studying, and higher overall exam grades. The final assessment was carried out by giving surveys to ascertain whether the tools were used and how their helpfulness was perceived.
