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Outcome Assessment at College of DuPage |
1998 ASSESSMENT OF THE BIOLOGY 101
PROGRAM
Prepared by
the Faculty Biology Committee
INTRODUCTION
Assessment of the Biology 101 program was conducted during Fall Quarter, 1998. Information used in assessment were derived from a standardized test and a take-home questionnaire. Four full-time biology faculty volunteered to administer the test and questionnaire to their classes.
The 20 point standardized test was written by full-time faculty for original use in the 1997 assessment. The test came in two versions, one to serve for assessment the knowledge of students entering Biology 101 and the second for assessment of what students had learned at the end of the course. Which test served as the "pre-test" or "post-test" was random. Faculty were asked to administer the pre-test during the first three weeks of the quarter. The post-test was administered during the last three weeks of the quarter. Students were given approximately 20 minutes to complete a test.
The information questionnaire (Appendix 1) was given to students during the second half of the course. Study habits, use of College resources, and hours worked on a job were among inquiries of the questionnaire. Students were urged to complete the questionnaire as honestly as they could without discussing multiple choice selections with other students. Students were informed that the test scores and questionnaire responses would be treated confidentially. Individual test scores, questionnaire responses, and class performance (grade) were linked according to student to provide the data base.
RESULTS AND DISCUSSION
Differences in sample sizes are due to missing data. Summary statistics are given as mean + standard deviation (sample size). Student performance on the post-test was 3.98 + 2.90(92), indicating that students had learned course content. Means of grade earned in Biology 101, hours worked at a job, and hours spent studying are summarized in Table 1. Differences of these measurements are comparable to assessment findings in 1997. The average grade earned was a "C". Despite being advised by professor to study a minimum of 11-15 hours per week, 94% reported studying less.
Mean grades earned according to academic background, study behaviors, and hours worked are provided in Table 2. Using Spearman rank correlation, course grade was not significantly (p>0.05) correlated to hours spent studying as categorized (rs = 0.11, n=104), credits taken during the quarter (rs = 0.12, n=104), and hours worked (rs = -0.18, n=104). The disproportionately low time spent studying by the vast majority of students may have precluded the detection of significant relationships between course grade and the three variables identified. The time allocated to studying by students is just inadequate.
Most students continue not to take advantage of their professors as to visiting them during their office hours, seeking academic advise, and asking questions in the lecture. Those who reported asking questions in the lecture did do significantly better grade wise. Unlike lecture, most students reported asking questions in the laboratory. Ways to encourage questions in the lecture, where most test material is given, should be pursued by professors.
The Biology Faculty Committee discussed the need to revise the questionnaire. Information as to variety of study techniques and timing of studying prior to examination need to be better phrased. Resource used in the library should be asked versus asking students to only list the one they use most frequently. Questions asking about the taking of science courses in college should be phrased as to exclude the counting of courses yet not completed. Additional textbook questions could be developed. Part-time faculty also need to be solicited to take part in the assessment.
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Table 1. Data summarization of grade earned, and categorized hours worked at a job and spent studying per week according to sample mean + sample standard deviation (sample size). |
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Parameter |
x + s(n) |
Comment |
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Course grade |
2.00 + 1.11 (118) |
Average grade was a "C". Data summarization for 1997: 1.97 + 1.20 (118) |
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Hours worked |
3.06 + 1.25 (116) |
Translates to 17-24 hours worked per week. Data summarization for 1997: 3.41 + 1.28 (132) |
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Hours spent studying |
1.42 + 0.75 (116) |
A mean of 1 would equate to 1-5 hours studying per week, while a mean of 2 would equate to 6-10 hours. Seventy-nine (68%) of the respondents reported studying 1-5 hours per week. Thirty more (26%) reported studying 6-10 hours per week. Data summarization for 1997: 1.46 + 0.66(132) |
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Table 2. Course grade (sample mean + sample standard deviation (sample size) according to academic background, study behaviors, and hours worked. * denotes statistical testing between the means. Significant t values (p<0.05) follows the "*". Statistical testing was not done when sample sizes were excessively disparate. |
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Years of high school science |
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0-3 |
1.86 + 1.25 (36) |
* |
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Had taken AP biology |
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Yes |
2.38 + 0.72 (16) |
*grades were transformed using natural logarithms |
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Number of college biology course taken |
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1 |
1.79 + 1.25 (24) |
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Number of college science courses taken |
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0-3 |
1.96 + 1.14 (82) |
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Asked questions in lecture |
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Yes |
2.39 + 1.13 (44) |
* t=3.05; p=0.0029; df=106 |
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Asked questions in lab |
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Yes |
2.05 + 1.11 (95) |
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Visited professor during office hours |
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Never |
1.88 + 1.06 (60) |
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Visits to the library per week |
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0 |
1.81 + 1.08 (37) |
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Who (i.e., College of DuPage representative) met with prior to course selection |
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Counselor |
1.93 + 1.13 (42) |
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Copyright © 1999 College of DuPage
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