Education research: SPCI gains (Cuesta College, Spring Semester 2006-Spring Semester 2007)

The Star Properties Concept Inventory was developed by Janelle Bailey as a pre-test and post-test for introductory astronomy courses. For an overview of how <g> quantifies gains in learning (Hake), see the previous post: Education research: FCI gains (Cuesta College).

The SPCI was administered to Astronomy 10 (one-semester introductory astronomy) students at Cuesta College, San Luis Obispo, CA during the first class meeting, then on the last class meeting. The results below are class averages for the initial and final SPCI scores (given as percentages, with standard deviations), as well as the Hake normalized gain <g>:

Astronomy 10 Spring Semester 2007 section 4136
         N = 36
<initial%> = ??% +/- ??%
  <final%> = 50% +/- 16%
       <g> = 0.??

Astronomy 10 Spring Semester 2007 section 5076
         N = 32
<initial%> = 29% +/- 9%
  <final%> = 49% +/- 15%
       <g> = 0.29

Astronomy 10 Fall Semester 2006 section 1080
         N = 61
<initial%> = 29% +/- 14%
  <final%> = 49% +/- 14%
       <g> = 0.29

Astronomy 10 Spring Semester 2006 section 5060
         N = 47
<initial%> = 28% +/- 12%
  <final%> = 50% +/- 11%
       <g> = 0.32

Because survey packets and forms were accidentally misplaced, the SPCI was not administered for section 4136 at the start of that semester, but these students were able to take the post-test at the end of the semester. While <g> cannot be calculated for that section 4136, note that the class average for their final SPCI scores is consistent with results from other sections.

There is no published data as of yet on comparing the relative gains on the SPCI across different learning environments or different institutions. SPCI results from another instructor at Cuesta College during the same time period (Fall 2006) may be compiled and available at a later date.

Astronomy 10 can be classified as an interactive engagement course by Hake's terminology, as students spend approximately a third of their instructional time in passive lectures, instead participating in peer-group written activities ("lecture-tutorials"), and individual and collaborative electronic response system activities ("clickers").

• Bailey, J. M. (2006). "Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars." Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.
  Development of the SPCI, a 30-question survey of stellar properties concepts (blackbody radiation laws).


• R.R. Hake, "Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64 -74 (1998).
  Definition of <g>, and relative comparison of many interactive engagement and traditional courses.