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Abstract Title: How perceptions of active learning strategies affects class performance
Abstract: Active learning strategies have been shown to be a more helpful tool in teaching physics than lecture alone. We wanted to find out not only how students perceived using clicker questions as an active learning strategy but also how that affected performance on class assessments. Students filled out a questionnaire halfway through the first semester of an introductory physics course at the St. Louis College of Pharmacy as well as a follow up questionnaire after changes were implemented to incorporate more lecture. We find that students find clicker and lecture more enjoyable, but feel that lecture is slightly more helpful than clickers, which is why the change was implemented. During the spring semester, this perception changes such that students find clickers more helpful. We compare these results to their exam scores to help us understand how perceptions can affect how well students learn using active learning strategies.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A99

Author/Organizer Information

Primary Contact: David Waters
St. Louis College of Pharmacy
4588 Parkview Place
St. Louis, MO 63110
Phone: 3144468124
Co-Author(s)
and Co-Presenter(s)
Megan Tang, St. Louis College of Pharmacy