20120531

Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, spring semester 2012)

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 spring semester 2012 sections 30678, 30679, 30680, 30682
(N = 57, matched-pairs only)

1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 10 : **********
4. Agree 26 : ************************** [4.2 +/- 0.7]
5. Strongly agree 21 : *********************

Post-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 13 : *************
4. Agree 33 : ********************************* [4.0 +/- 0.7]
5. Strongly agree 11 : ***********

Student t-test p = 0.079 (t = 1.77, sd = 0.687, dof = 112)
Class-wise <g> = -0.28

2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree 4 : ****
2. Disagree 26 : ************************** [2.6 +/- 1.0]
3. Neutral 18 : ******************
4. Agree 6 : ******
5. Strongly agree 3 : ***

Post-instruction
1. Strongly disagree 7 : *******
2. Disagree 25 : ************************* [2.6 +/- 1.1]
3. Neutral 13 : *************
4. Agree 9 : *********
5. Strongly agree 3 : ***

Student t-test p = 0.85 (t = 0.185, sd = 1.02, dof = 112)
Class-wise <g> = -0.01

3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree 9 : *********
2. Disagree 21 : ********************* [2.7 +/- 1.2]
3. Neutral 11 : ***********
4. Agree 10 : **********
5. Strongly agree 6 : ******

Post-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 4 : ****
4. Agree 27 : *************************** [4.4 +/- 0.6]
5. Strongly agree 26 : **************************

Student t-test p < 0.0001 (t = -9.18, sd = 0.979, dof = 112)
Class-wise <g> = +0.73

4. I know where and how to find objects in the night sky.
Pre-instruction
1. Strongly disagree 9 : *********
2. Disagree 15 : ***************
3. Neutral 18 : ****************** [2.7 +/- 1.1]
4. Agree 14 : **************
5. Strongly agree 1 : *

Post-instruction
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 17 : *****************
4. Agree 29 : ***************************** [3.8 +/- 0.7]
5. Strongly agree 10 : **********

Student t-test p < 0.0001 (t = -6.66, sd = 0.914, dof = 112)
Class-wise <g> = +0.50

5. I am interested in news that is related to astronomy.
Pre-instruction
1. Strongly disagree 0 :
2. Disagree 7 : *******
3. Neutral 17 : *****************
4. Agree 25 : ************************* [3.6 +/- 0.9]
5. Strongly agree 8 : ********

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 3 : ***
3. Neutral 18 : ******************
4. Agree 24 : ************************ [3.6 +/- 1.0]
5. Strongly agree 10 : **********

Student t-test p = 0.76 (t = 0.306, sd = 0.920, dof = 112)
Class-wise <g> = +0.04

6. I often ask myself questions related to astronomy.
Pre-instruction
1. Strongly disagree 3 : ***
2. Disagree 14 : **************
3. Neutral 18 : ****************** [3.1 +/- 1.0]
4. Agree 19 : *******************
5. Strongly agree 3 : ***

Post-instruction
1. Strongly disagree 3 : ***
2. Disagree 8 : ********
3. Neutral 14 : **************
4. Agree 25 : ************************* [3.4 +/- 1.1]
5. Strongly agree 7 : *******

Student t-test p = 0.071 (t = -1.82, sd = 1.03, dof = 112)
Class-wise <g> = +0.18

7. I understand what science research is like.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 14 : **************
3. Neutral 17 : *****************
4. Agree 18 : ****************** [3.2 +/- 1.0]
5. Strongly agree 6 : ******

Post-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 9 : *********
4. Agree 33 : ********************************* [4.1 +/- 0.6]
5. Strongly agree 15 : ***************

Student t-test p < 0.0001 (t = -5.49, sd = 0.870, dof = 112)
Class-wise <g> = +0.50


8. I understand how science research questions are answered.
Pre-instruction
1. Strongly disagree 4 : ****
2. Disagree 10 : **********
3. Neutral 20 : ******************** [3.2 +/- 1.1]
4. Agree 16 : ****************
5. Strongly agree 7 : *******

Post-instruction
1. Strongly disagree 0 :
2. Disagree 0 :
3. Neutral 7 : *******
4. Agree 32 : ******************************** [4.2 +/- 0.6]
5. Strongly agree 18 : ******************

Student t-test p < 0.0001 (t = -5.84, sd = 0.898, dof = 112)
Class-wise <g> = +0.55


9. I prefer to work independently rather than in groups.
Pre-instruction
1. Strongly disagree 8 : ********
2. Disagree 11 : ***********
3. Neutral 21 : ********************* [2.9 +/- 1.2]
4. Agree 12 : ************
5. Strongly agree 5 : *****

Post-instruction
1. Strongly disagree 8 : ********
2. Disagree 20 : ******************** [2.6 +/- 1.1]
3. Neutral 19 : *******************
4. Agree 5 : *****
5. Strongly agree 5 : *****

Student t-test p = 0.19 (t = 1.32, sd = 1.13, dof = 112)
Class-wise <g> = -0.13

10. I can understand difficult concepts better if I am able to explain them to
others.
Pre-instruction
1. Strongly disagree 2 : **
2. Disagree 9 : *********
3. Neutral 24 : ************************ [3.2 +/- 0.9]
4. Agree 19 : *******************
5. Strongly agree 3 : ***

Post-instruction
1. Strongly disagree 2 : **
2. Disagree 4 : ****
3. Neutral 22 : ********************** [3.5 +/- 1.0]
4. Agree 19 : *******************
5. Strongly agree 10 : **********

Student t-test p = 0.062 (t = -1.89, sd = 0.943, dof = 112)
Class-wise <g> = +0.19

11. I can understand difficult concepts better if I am able to ask lots of
questions.
Pre-instruction
1. Strongly disagree 1 : *
2. Disagree 3 : ***
3. Neutral 14 : **************
4. Agree 30 : ****************************** [3.8 +/- 0.9]
5. Strongly agree 5 : *****

Post-instruction
1. Strongly disagree 0 :
2. Disagree 9 : *********
3. Neutral 9 : *********
4. Agree 26 : ************************** [3.8 +/- 1.0]
5. Strongly agree 13 : *************

Student t-test p = 1.00 (t = 0.00, sd = 0.922, dof = 112)
Class-wise <g> = 0

12. Knowledge in astronomy consists of many pieces of information each of
which applies primarily to a specific situation.
Pre-instruction
1. Strongly disagree 5 : *****
2. Disagree 19 : *******************
3. Neutral 27 : *************************** [2.6 +/- 0.8]
4. Agree 5 : *****
5. Strongly agree 1 : *

Post-instruction
1. Strongly disagree 15 : ***************
2. Disagree 16 : ****************
3. Neutral 18 : ****************** [2.4 +/- 1.1]
4. Agree 6 : ******
5. Strongly agree 2 : **

Student t-test p = 0.18 (t = 1.34, sd = 0.976, dof = 112)
Class-wise <g>> = -0.10

13. I am good at math.
Pre-instruction
1. Strongly disagree 7 : *******
2. Disagree 10 : **********
3. Neutral 19 : ******************* [3.0 +/- 1.1]
4. Agree 16 : ****************
5. Strongly agree 5 : *****

Post-instruction
1. Strongly disagree 9 : *********
2. Disagree 10 : **********
3. Neutral 19 : ******************* [3.0 +/- 1.3]
4. Agree 11 : ***********
5. Strongly agree 8 : ********

Student t-test p = 0.82 (t = 0.233, sd = 1.21, dof = 112)
Class-wise <g> = -0.03

14. I am good at science.
Pre-instruction
1. Strongly disagree 3 : ***
2. Disagree 9 : *********
3. Neutral 24 : ************************ [3.2 +/- 1.0]
4. Agree 17 : *****************
5. Strongly agree 4 : ****

Post-instruction
1. Strongly disagree 4 : ****
2. Disagree 9 : *********
3. Neutral 20 : ******************** [3.2 +/- 1.0]
4. Agree 19 : *******************
5. Strongly agree 5 : *****

Student t-test p = 0.85 (t = 0.186, sd = 1.01, dof = 112)
Class-wise <g> = 0.02

15. Astronomy lab will be/was difficult for me.
Pre-instruction
1. Strongly disagree 3 : ***
2. Disagree 24 : ************************ [2.6 +/- 0.8]
3. Neutral 22 : **********************
4. Agree 7 : *******
5. Strongly agree 1 : *

Post-instruction
1. Strongly disagree 21 : ********************* [2.0 +/- 0.9]
2. Disagree 19 : *******************
3. Neutral 15 : ***************
4. Agree 1 : *
5. Strongly agree 1 : *

Student t-test p = 0.0002 (t = 3.90, sd = 0.888, dof = 112)
Class-wise <g> = -0.27

This semester (spring semester 2012) was the third implementation of a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), and second implementation of version 2.0 of the ALLS. Previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum, and version 1.1 of the ALLS.

(The following results are similar for both this spring semester 2012, and the previous fall semester 2011.) A key difference between version 2.0 and version 1.1 of the ALLS is that the newer version has questions (7) and (8) specifically addressing gains towards achieving the student learning outcomes for the backwards faded scaffolding laboratory curriculum:
  • 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.
Response to questions (7)-(8) show statistically significant, strong pre- to post-instruction gains, while all other responses show comparable results whether from the current BFS or conventional "cookbook" labs from a previous curriculum.

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