The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.
The results from the pre- and post-test questions follow below. Values for the mean and standard deviations are given next to the modal response category for each question, along with a Student t-test for the probability of null hypothesis rejection, and the class-wise Hake gain. (Matched-pair Hake gains were not calculated for each student, as pre-instruction values such as "5" would result in undefined values.) For statistical purposes, blank entries were treated as "3. Neutral," and multiply-circled entries such as "12," "23," "34," and "45" were treated as "1," "2," "4," and "5" respectively.
Cuesta College
Astronomy Laboratory Learning Survey (ALLS)
Pre- and Post-instruction results
Astronomy 210L spring semester 2011 sections 30678, 30679, 30680, 30682
(N = 67, matched-pairs only)
1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree 4 : ****
2. Disagree 11 : ***********
3. Neutral 26 : ************************** [3.2 +/- 1.1]
4. Agree 15 : ***************
5. Strongly agree 9 : *********
Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 17 : *****************
4. Agree 29 : ***************************** [4.0 +/- 0.8]
5. Strongly agree 18 : ******************
Student t-test p = 0.0001 (t = -4.65, sd = 0.944, dof = 128)
Class-wise <g> = +0.43
2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree 11 : ***********
2. Disagree 27 : *************************** [2.3 +/- 0.8]
3. Neutral 23 : ***********************
4. Agree 4 : ****
5. Strongly agree 0 :
Post-instruction
1. Strongly disagree 16 : ****************
2. Disagree 30 : ****************************** [2.2 +/- 0.9]
3. Neutral 11 : ***********
4. Agree 8 : ********
5. Strongly agree 0 :
Student t-test p = 0.38 (t = 0.889, sd = 0.888, dof = 128)
Class-wise <g> = -0.05
3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree 8 : ********
2. Disagree 15 : ***************
3. Neutral 20 : ******************** [2.9 +/- 1.1]
4. Agree 17 : *****************
5. Strongly agree 5 : *****
Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 6 : ******
4. Agree 31 : ******************************* [4.3 +/- 0.7]
5. Strongly agree 27 : ***************************
Student t-test p < 0.0001 (t = -8.14, sd = 0.949, dof = 128)
Class-wise <g> = +0.66
4. I know where and how to find objects in the night sky.
Pre-instruction
1. Strongly disagree 6 : ******
2. Disagree 19 : *******************
3. Neutral 26 : ************************** [2.8 +/- 1.0]
4. Agree 12 : ************
5. Strongly agree 2 : **
Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 13 : *************
4. Agree 39 : *************************************** [4.0 +/- 0.7]
5. Strongly agree 12 : ************
Student t-test p < 0.0001 (t = -8.13, sd = 0.831, dof = 128)
Class-wise <g> = +0.53
5. I am interested in news that is related to astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 17 : *****************
4. Agree 26 : ************************** [3.8 +/- 0.9]
5. Strongly agree 17 : *****************
Post-instruction
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 13 : *************
4. Agree 32 : ******************************** [3.9 +/- 0.9]
5. Strongly agree 15 : ***************
Student t-test p = 0.84 (t = 0.199, sd = 0.882, dof = 128)
Class-wise <g> = +0.03
6. I often ask myself questions related to astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 14 : **************
3. Neutral 22 : ********************** [3.4 +/- 1.0]
4. Agree 20 : ********************
5. Strongly agree 9 : *********
Post-instruction
1. Strongly disagree 1 : *
2. Disagree 11 : ***********
3. Neutral 19 : *******************
4. Agree 23 : *********************** [3.5 +/- 1.0]
5. Strongly agree 11 : ***********
Student t-test p = 0.48 (t = -0.703, sd = 0.998, dof = 128)
Class-wise <g> = +0.08
7. I am comfortable using a calculator to make complex calculations.
Pre-instruction
1. Strongly disagree 5 : *****
2. Disagree 13 : *************
3. Neutral 17 : *****************
4. Agree 22 : ********************** [3.2 +/- 1.1]
5. Strongly agree 8 : ********
Post-instruction
1. Strongly disagree 5 : *****
2. Disagree 11 : ***********
3. Neutral 14 : **************
4. Agree 24 : ************************ [3.4 +/- 1.2]
5. Strongly agree 11 : ***********
Student t-test p = 0.45 (t = -0.755, sd = 1.16, dof = 128)
Class-wise <g> = +0.09
8. I can make sense of equations and scientific notation numbers.
Pre-instruction
1. Strongly disagree 5 : *****
2. Disagree 11 : ***********
3. Neutral 14 : **************
4. Agree 27 : *************************** [3.3 +/- 1.1]
5. Strongly agree 8 : ********
Post-instruction
1. Strongly disagree 5 : *****
2. Disagree 6 : ******
3. Neutral 16 : ****************
4. Agree 27 : *************************** [3.5 +/- 1.1]
5. Strongly agree 11 : ***********
Student t-test p = 0.39 (t = -0.855, sd = 1.13, dof = 128)
Class-wise <g> = +0.10
9. I prefer to work independently rather than in groups.
Pre-instruction
1. Strongly disagree 7 : *******
2. Disagree 14 : **************
3. Neutral 29 : ***************************** [2.9 +/- 1.0]
4. Agree 11 : ***********
5. Strongly agree 4 : ****
Post-instruction
1. Strongly disagree 12 : ************
2. Disagree 20 : ********************
3. Neutral 23 : *********************** [2.5 +/- 1.1]
4. Agree 6 : ******
5. Strongly agree 4 : ****
Student t-test p = 0.085 (t = 1.74, sd = 1.06, dof = 128)
Class-wise <g> = -0.15
10. I can understand difficult concepts better if I am able to explain them to
others.
Pre-instruction
1. Strongly disagree 1 : *
2. Disagree 10 : **********
3. Neutral 22 : **********************
4. Agree 24 : ************************ [3.4 +/- 1.0]
5. Strongly agree 8 : ********
Post-instruction
1. Strongly disagree 1 : *
2. Disagree 2 : **
3. Neutral 15 : ***************
4. Agree 29 : ***************************** [3.9 +/- 0.9]
5. Strongly agree 18 : ******************
Student t-test p = 0.0020 (t = -3.16, sd = 0.917, dof = 128)
Class-wise <g> = +0.32
11. I can understand difficult concepts better if I am able to ask lots of
questions.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 15 : ***************
4. Agree 35 : *********************************** [3.8 +/- 0.8]
5. Strongly agree 10 : **********
Post-instruction
1. Strongly disagree 0 :
2. Disagree 3 : ***
3. Neutral 14 : **************
4. Agree 29 : ***************************** [4.0 +/- 0.8]
5. Strongly agree 19 : *******************
Student t-test p = 0.14 (t = 0.822, sd = 0.822, dof = 128)
Class-wise <g> = +0.18
12. Knowledge in astronomy consists of many pieces of information each of
which applies primarily to a specific situation.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 37 : ************************************* [3.3 +/- 0.7]
4. Agree 20 : ********************
5. Strongly agree 3 : ***
Post-instruction
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 24 : ************************
4. Agree 29 : ***************************** [3.6 +/- 0.8]
5. Strongly agree 7 : *******
Student t-test p = 0.046 (t = -2.02, sd = 0.740, dof = 128)
Class-wise <g>> = +0.16
13. I am good at math.
Pre-instruction
1. Strongly disagree 5 : *****
2. Disagree 16 : ****************
3. Neutral 28 : **************************** [2.9 +/- 1.0]
4. Agree 12 : ************
5. Strongly agree 4 : ****
Post-instruction
1. Strongly disagree 7 : *******
2. Disagree 16 : ****************
3. Neutral 19 : ******************* [3.0 +/- 1.2]
4. Agree 16 : ****************
5. Strongly agree 7 : *******
Student t-test p = 0.63 (t = -0.484, sd = 1.09, dof = 128)
Class-wise <g> = +0.04
14. I am good at science.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 10 : **********
3. Neutral 34 : ********************************** [3.2 +/- 0.7]
4. Agree 19 : *******************
5. Strongly agree 2 : **
Post-instruction
1. Strongly disagree 1 : *
2. Disagree 17 : *****************
3. Neutral 23 : *********************** [3.2 +/- 1.0]
4. Agree 18 : ******************
5. Strongly agree 6 : ******
Student t-test p = 0.203 (t = 0.203, sd = 0.864, dof = 128)
Class-wise <g> = -0.02
15. This course will be/was difficult for me.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 14 : **************
3. Neutral 28 : **************************** [3.1 +/- 0.9]
4. Agree 18 : ******************
5. Strongly agree 3 : ***
Post-instruction
1. Strongly disagree 13 : *************
2. Disagree 25 : ************************* [2.4 +/- 1.0]
3. Neutral 18 : ******************
4. Agree 7 : *******
5. Strongly agree 2 : **
Student t-test p = 0.0001 (t = 4.19, sd = 0.964, dof = 128)
Class-wise <g> = -0.37
Note that this semester (spring semester 2011) was the first implementation of a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum. The student learning outcomes for the conventional "cookbook" laboratory curriculum:
- Keep abreast of present-day discoveries and developments in astronomy (current events).
- Construct and use devices to measure locations and sizes on the celestial sphere (observational astronomy).
- Apply laws of spectroscopy and gravitation to remotely determine properties of satellites, planets, and stars (astronometry).
- Develop and test physical models of the properties of solar system bodies (planetology).
- Collect data, evaluate the data using error analysis, draw conclusions from the data.
- Explain the information in a laboratory report.
- Keeping abreast of present-day discoveries and developments in astronomy (current events).
- Developing scientific evidence-based research questions.
- Developing procedures to gather evidence in order to answer research questions.
- Making appropriate evidence-supported conclusions.
- Explaining research findings in a report, poster, or presentation.
- Evaluating evidence to determine whether or not it appropriately answers a research question.
Previous posts:
- Education research: ALLS Post-instruction opinion results (Cuesta College, spring semester 2011).
- Education research: ALLS demographic results (Cuesta College, spring semester 2011).
- Education research: ALLS demographic results (Cuesta College, fall semester 2010).
- Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
- Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
- Education research: ALLS Post-instruction opinion results (Cuesta College, spring semester 2010).
- Education research: ALLS demographic results (Cuesta College, spring semester 2010).
- Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, Fall 2009).
- Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
- Education research: ALLS demographic results (Cuesta College, fall semester 2009).
- Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.
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