Increased student learning and attendance in resources geology through the combination of sentence-headline slides and active learning measures

Michael P. Alley, Madeline Schreiber, Elizabeth Diesel, Katrina Ramsdell, Maura Borrego

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

This study assessed how combining active learning measures with teaching slides that relied on sentence headlines affected test scores and attendance in a large resources geology course. For all six sections of the course, the following remained the same: instructor, classroom, semester time slot, and number of teaching slides. For two sections, though, we transformed the existing teaching slides that followed the traditional design of a phrase headline supported by a bulleted list (and often an image) to a sentence-headline design supported by visuaY evidence. In this new design, the sentence headline stated the main assertion of the slide. To increase active participation, we posted these sentence-headline slides as fill-in-the-blank notes, as opposed to complete slides. as posted for the other sections. To increase attendance in these two sections, we administered a graded activity in each class period. These two sections had statistically significant increases (p < 0.001) in both class attendance and test scores on identical questions.

Original languageEnglish (US)
Pages (from-to)85-91
Number of pages7
JournalJournal of Geoscience Education
Volume55
Issue number1
DOIs
StatePublished - Jan 1 2007

All Science Journal Classification (ASJC) codes

  • Education
  • Earth and Planetary Sciences(all)

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