20100110

Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, Fall Semester 2009)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

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 Fall Semester 2009 sections 70178, 70186, 70200

1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 8 : ********
4. Agree 28 : **************************** [4.3 +/- 0.7]
5. Strongly agree 25 : *************************

Post-instruction
1. Strongly disagree 1 : *
2. Disagree 1 : *
3. Neutral 16 : ****************
4. Agree 28 : **************************** [3.9 +/- 0.9]
5. Strongly agree 15 : ***************

Student t-test p = 0.0081 (t = 2.69, sd = 0.773, dof = 120)
Class-wise <g> = -0.52

2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree 9 : *********
2. Disagree 21 : *********************
3. Neutral 21 : ********************* [2.5 +/- 0.9]
4. Agree 10 : **********
5. Strongly agree 0 :

Post-instruction
1. Strongly disagree 10 : **********
2. Disagree 27 : *************************** [2.4 +/- 1.0]
3. Neutral 14 : **************
4. Agree 9 : *********
5. Strongly agree 1 : *

Student t-test p = 0.51 (t = 0.656, sd = 0.966, dof = 120)
Class-wise <g> = -0.05

3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree 3 : ***
2. Disagree 23 : *********************** [2.9 +/- 1.0]
3. Neutral 14 : **************
4. Agree 19 : *******************
5. Strongly agree 2 : **

Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 7 : *******
4. Agree 32 : ******************************** [4.2 +/- 0.7]
5. Strongly agree 21 : *********************

Student t-test p < 0.0001 (t = -8.21, sd = 0.871, dof = 120)
Class-wise <g> = 0.62

4. I know where and how to find objects in the night sky.
Pre-instruction
1. Strongly disagree 8 : ********
2. Disagree 21 : ********************* [2.7 +/- 1.1]
3. Neutral 17 : *****************
4. Agree 12 : ************
5. Strongly agree 3 : ***

Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 14 : **************
4. Agree 31 : ******************************* [4.0 +/- 0.7]
5. Strongly agree 15 : ***************

Student t-test p < 0.0001 (t = -7.68, sd = 0.931, dof = 120)
Class-wise <g> = 0.56

5. I am interested in news that is related to astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 3 : ***
3. Neutral 13 : *************
4. Agree 35 : *********************************** [3.9 +/- 0.7]
5. Strongly agree 10 : **********

Post-instruction
1. Strongly disagree 3 : ***
2. Disagree 5 : *****
3. Neutral 20 : ********************
4. Agree 21 : ********************* [3.6 +/- 1.1]
5. Strongly agree 12 : ************

Student t-test p = 0.078 (t = 1.78, sd = 0.916, dof = 120)
Class-wise <g> = -0.26

6. I often ask myself questions related to astronomy.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 17 : *****************
3. Neutral 15 : ***************
4. Agree 19 : ******************* [3.2 +/- 1.1]
5. Strongly agree 8 : ********

Post-instruction
1. Strongly disagree 3 : ***
2. Disagree 9 : *********
3. Neutral 18 : ******************
4. Agree 20 : ******************** [3.4 +/- 1.1]
5. Strongly agree 11 : ***********

Student t-test p = 0.29 (t = -1.07, sd = 1.10, dof = 120)
Class-wise <g> = 0.12

7. I am comfortable using a calculator to make complex calculations.
Pre-instruction
1. Strongly disagree 1 : *
2. Disagree 11 : ***********
3. Neutral 9 : *********
4. Agree 32 : ******************************** [3.6 +/- 1.0]
5. Strongly agree 8 : ********

Post-instruction
1. Strongly disagree 3 : ***
2. Disagree 8 : ********
3. Neutral 12 : ************
4. Agree 23 : *********************** [3.6 +/- 1.1]
5. Strongly agree 15 : ***************

Student t-test p = 0.74 (t = 0.339, sd = 1.07, dof = 120)
Class-wise <g> = 0.05

8. I can make sense of equations and scientific notation numbers.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 7 : *******
3. Neutral 14 : **************
4. Agree 32 : ******************************** [3.5 +/- 0.9]
5. Strongly agree 6 : ******

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 2 : **
3. Neutral 14 : **************
4. Agree 27 : *************************** [3.9 +/- 1.0]
5. Strongly agree 16 : ****************

Student t-test p = 0.059 (t = -1.91, sd = 0.949, dof = 120)
Class-wise <g> = 0.23

9. I prefer to work independently rather than in groups.
Pre-instruction
1. Strongly disagree 8 : ********
2. Disagree 17 : *****************
3. Neutral 19 : ******************* [2.8 +/- 1.2]
4. Agree 11 : ***********
5. Strongly agree 6 : ******

Post-instruction
1. Strongly disagree 16 : ****************
2. Disagree 6 : ******
3. Neutral 27 : *************************** [2.7 +/- 1.3]
4. Agree 4 : ****
5. Strongly agree 8 : ********

Student t-test p = 0.56 (t = 0.586, sd = 1.24, dof = 120)
Class-wise <g> = -0.06

10. I can understand difficult concepts better if I am able to explain them
to others.
Pre-instruction
1. Strongly disagree 1 : *
2. Disagree 6 : ******
3. Neutral 17 : *****************
4. Agree 30 : ****************************** [3.6 +/- 0.9]
5. Strongly agree 7 : *******

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 7 : *******
3. Neutral 14 : **************
4. Agree 22 : ********************** [3.7 +/- 1.1]
5. Strongly agree 16 : ****************

Student t-test p = 0.52 (t = -0.641, sd = 0.989, dof = 120)
Class-wise <g> = 0.08

11. I can understand difficult concepts better if I am able to ask lots of
questions.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 3 : ***
3. Neutral 10 : **********
4. Agree 28 : **************************** [4.1 +/- 0.8]
5. Strongly agree 20 : ********************

Post-instruction
1. Strongly disagree 1 : *
2. Disagree 1 : *
3. Neutral 7 : *******
4. Agree 33 : ********************************* [4.1 +/- 0.8]
5. Strongly agree 19 : *******************

Student t-test p = 0.74 (t = -0.333, sd = 0.816, dof = 120)
Class-wise <g> = 0.05

12. Knowledge in astronomy consists of many pieces of information each of which
applies primarily to a specific situation.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 5 : *****
3. Neutral 30 : ****************************** [3.3 +/- 0.8]
4. Agree 22 : **********************
5. Strongly agree 2 : **

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 7 : *******
3. Neutral 25 : ************************* [3.3 +/- 0.8]
4. Agree 25 : *************************
5. Strongly agree 2 : **

Student t-test p = 0.91 (t = -0.110, sd = 0.821, dof = 120)
Class-wise <g>> = 0.01

13. I am good at math.
Pre-instruction
1. Strongly disagree 3 : ***
2. Disagree 13 : *************
3. Neutral 16 : ****************
4. Agree 25 : ************************* [3.2 +/- 1.0]
5. Strongly agree 4 : ****

Post-instruction
1. Strongly disagree 4 : ****
2. Disagree 10 : **********
3. Neutral 19 : ******************* [3.3 +/- 1.1]
4. Agree 18 : ******************
5. Strongly agree 10 : **********

Student t-test p = 0.62 (t = -0.503, sd = 1.08, dof = 120)
Class-wise <g> = 0.06

14. I am good at science.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 6 : ******
3. Neutral 23 : *********************** [3.5 +/- 1.0]
4. Agree 22 : **********************
5. Strongly agree 8 : ********

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 8 : ********
3. Neutral 21 : ********************* [3.5 +/- 1.0]
4. Agree 20 : ********************
5. Strongly agree 10 : **********

Student t-test p = 1.00 (t = 0.00, sd = 0.993, dof = 120)
Class-wise <g> = 0.00

15. This course will be/was difficult for me.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 16 : ****************
3. Neutral 33 : ********************************* [2.9 +/- 0.8]
4. Agree 8 : ********
5. Strongly agree 2 : **

Post-instruction
1. Strongly disagree 10 : **********
2. Disagree 24 : ************************ [2.4 +/- 0.9]
3. Neutral 20 : ********************
4. Agree 6 : ******
5. Strongly agree 1 : *

Student t-test p = 0.0044 (t = 2.90, sd = 0.874, dof = 120)
Class-wise <g> = -0.22

No statistically significant (p > 0.05) shifts were observed for relating astronomy to personal experience (question 2), interest in astronomy-related news (question 5), pondering astronomy-related questions (question 6), self-efficacy in use of calculators and math in astronomy (questions 7 and 8), individual/group learning habits (questions 9, 10, 11, and 12), and self-efficacy in math/science (questions 13 and 14).

Of note is a statistically significant (p < 0.05) downward shift in interest in using telescopes/binoculars in astronomy (question 1)!

However, there are statistically significant (p < 0.05) gains in being able to find astronomy-related news/information (question 3), finding night sky objects (question 4), and rating the expected/experience difficulty of this course (question 15). The first two of these positive self-reported shifts correlate well with two of the student learning outcomes for this course:
  • 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).

(For completeness, the remaining four student learning outcomes are listed below, and are measured primarily through grade-related assessment):
  • 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.

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