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Abstract Title: Investigating the effects of course structure on students' sense of belonging and course performance
Abstract Type: Contributed Poster Presentation
Abstract: Students' sense of belonging contributes to success at universities. Studies hint that students' sense of belonging in their introductory STEM courses may be tied to the course structures. In this study, we compared students' sense of belonging and letter grade between four semesters of an introductory calculus-based electricity and magnetism course. The course structures varied throughout the four semesters with hybrid versus in-person instruction and midterm exams versus quizzes for assessment, but all implementations used research-based instruction. Here, we compare students' sense of belonging and letter grades within these different course structures. Students expressed a stronger sense of belonging and earned higher letter grades with the lower-stakes quiz structure than in prior semesters with midterm exams. However, students' sense of belonging did not change when attending hybrid compared to in-person.
Session Time: Poster Session 2
Poster Number: II-20
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Dawson T. Lang
Colorado School of Mines
and Co-Presenter(s)
Emily M. Smith, Colorado School of Mines

Contributed Poster

Contributed Poster: Download the Contributed Poster