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written by Stephanie V. Chasteen
We transformed an upper-division physics course using a variety of elements, including homework help sessions, tutorials, clicker questions with peer instruction, and explicit learning goals. Overall, the course transformations improved student learning, as measured by our conceptual assessment. Since these transformations were multi-faceted, we would like to understand the impact of individual course elements. Attendance at tutorials and homework help sessions was optional, and occurred outside the class environment. In order to identify the impact of these optional out-of-class sessions, given self-selection effects in student attendance, we performed a multiple regression analysis. Even when background variables are taken into account, tutorial attendance is positively correlated with student conceptual understanding of the material - though not with performance on course exams. Other elements that increase student time-on-task, such as homework help sessions and lectures, do not achieve the same impacts.
Physics Education Research Conference 2011
Part of the PER Conference series
Omaha, Nebraska: August 3-4, 2011
Volume 1413, Pages 143-146
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
= Methods
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3680015
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2011 proceedings is available for purchase from the AIP.
Restriction:
© 2011 American Institute of Physics
DOI:
10.1063/1.3680015
NSF Number:
0737118
PACSs:
01.30.Ib
01.40.Di
01.40.Fk
01.40.G-
01.40.gb
Keywords:
PERC 2011, assessment, course reform, electricity and magnetism
Record Cloner:
Metadata instance created April 24, 2012 by Lyle Barbato
Record Updated:
April 26, 2012 by Lyle Barbato
Last Update
when Cataloged:
February 6, 2012
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Record Link
AIP Format
S. Chasteen, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675).
AJP/PRST-PER
S. Chasteen, Teasing out the effect of tutorials via multiple regression, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675>.
APA Format
Chasteen, S. (2011, August 3-4). Teasing out the effect of tutorials via multiple regression. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved November 22, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675
Chicago Format
Chasteen, Stephanie. "Teasing out the effect of tutorials via multiple regression." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675 (accessed 22 November 2014).
MLA Format
Chasteen, Stephanie. "Teasing out the effect of tutorials via multiple regression." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 143-146 Vol. 1413 of PER Conference. 22 Nov. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675>.
BibTeX Export Format
@inproceedings{ Author = "Stephanie Chasteen", Title = {Teasing out the effect of tutorials via multiple regression}, BookTitle = {Physics Education Research Conference 2011}, Pages = {143-146}, Address = {Omaha, Nebraska}, Series = {PER Conference}, Volume = {1413}, Month = {August 3-4}, Year = {2011} }
Refer Export Format

%A Stephanie Chasteen
%T Teasing out the effect of tutorials via multiple regression
%S PER Conference
%V 1413
%D August 3-4 2011
%P 143-146
%C Omaha, Nebraska
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675
%O Physics Education Research Conference 2011
%O August 3-4
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Chasteen, Stephanie
%D August 3-4 2011
%T Teasing out the effect of tutorials via multiple regression
%B Physics Education Research Conference 2011
%C Omaha, Nebraska
%V 1413
%P 143-146
%S PER Conference
%8 August 3-4
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11826&DocID=2675


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