andrew_gelman_stats andrew_gelman_stats-2010 andrew_gelman_stats-2010-277 knowledge-graph by maker-knowledge-mining
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Introduction: Now that September has arrived, it’s time for us to think teaching. Here’s something from Andrew Heckler and Eleanor Sayre. Heckler writes: The article describes a project studying the performance of university level students taking an intro physics course. Every week for ten weeks we took 1/10th of the students (randomly selected only once) and gave them the same set of questions relevant to the course. This allowed us to plot the evolution of average performance in the class during the quarter. We can then determine when learning occurs: For example, do they learn the material in a relevant lecture or lab or homework? Since we had about 350 students taking the course, we could get some reasonable stats. In particular, you might be interested in Figure 10 (page 774) which shows student performance day-by-day on a particular question. The performance does not change directly after lecture, but rather only when the homework was due. [emphasis added] We could not find any oth
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1 Now that September has arrived, it’s time for us to think teaching. [sent-1, score-0.079]
2 Heckler writes: The article describes a project studying the performance of university level students taking an intro physics course. [sent-3, score-1.096]
3 Every week for ten weeks we took 1/10th of the students (randomly selected only once) and gave them the same set of questions relevant to the course. [sent-4, score-0.617]
4 This allowed us to plot the evolution of average performance in the class during the quarter. [sent-5, score-0.809]
5 We can then determine when learning occurs: For example, do they learn the material in a relevant lecture or lab or homework? [sent-6, score-0.696]
6 Since we had about 350 students taking the course, we could get some reasonable stats. [sent-7, score-0.27]
7 In particular, you might be interested in Figure 10 (page 774) which shows student performance day-by-day on a particular question. [sent-8, score-0.568]
8 The performance does not change directly after lecture, but rather only when the homework was due. [sent-9, score-0.58]
9 [emphasis added] We could not find any other studies that have taken data like this, and it has nice potential to measure average effects of instruction. [sent-10, score-0.257]
10 Note also Figure 9 which show a dramatic *decrease* in student performance–almost certainly due to interference from learning a related topic. [sent-11, score-0.574]
11 Some time I’m hoping to do this sort of project with our new introductory statistics course. [sent-14, score-0.322]
12 (Not this semester, though; right now we’re still busy trying to get it all working. [sent-15, score-0.094]
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