A Comparison of the Effects of Lecture Versus Lecture Guided Notes on Student Test Scores - PowerPoint PPT Presentation

1 / 45
About This Presentation
Title:

A Comparison of the Effects of Lecture Versus Lecture Guided Notes on Student Test Scores

Description:

Leave shower. Figure 1. The sequence of chained responses in taking a shower. ... differences in how we shower, but no one applies soap before being wet, nor ... – PowerPoint PPT presentation

Number of Views:86
Avg rating:3.0/5.0
Slides: 46
Provided by: timoth8
Category:

less

Transcript and Presenter's Notes

Title: A Comparison of the Effects of Lecture Versus Lecture Guided Notes on Student Test Scores


1
A Comparison of the Effects of Lecture Versus
Lecture Guided Notes on Student Test Scores
  • By
  • W. Larry Williams
  • Timothy M. Weil James C. K. Porter

University of Nevada, Reno
2
Behavioral Methods in Education
  • Derived from demonstrated effective
    behavior change principles and procedures
  • Pinpointing the response to be strengthened
  • Sequencing complex tasks into components
  • Reduce environmental sources of distraction
  • Prompting or cueing the desired response

3
Behavior change principles and procedures
  • Pinpointing the response to be strengthened
  • E.G. Correctly vocalize the words in the
    paragraph within 1 minute with no errors.
  • E.G. Correctly complete all 2-digit addition
    problems on the page in 1 minute with no errors

4
Behavior change principles and procedures
  • Sequencing complex tasks into components
  • E.G. Backward or Forward chaining of the logical
    steps involved in an assembly task or a dance
    routine

5
(No Transcript)
6
Behavior change principles and procedures
  • Reduce environmental sources of distraction
  • E.G. Study in the same place, with
    either the same or reduced environmental events
    surrounding you.
  • E.G. Conduct training in a separate room

7
Behavior change principles and procedures
  • Prompting or cueing the desired response
  • E.G. This is a ball. What is this?
  • E.G. This battle was at ..G

8
Behavioral Methods in Education
  • Derived from demonstrated effective behavior
    change procedures
  • 5. Differential reinforcement of approximations
  • 6. Gradual introduction of intermittent
    reinforcement
  • 7. Arrangements to maximize correct responding
    (stimulus control)
  • 8. Maintenance Transfer to natural environments

9
Behavior change principles and procedures
  • Differential reinforcement of approximations
  • E.G. Perform addition with increasing
    accuracy, then with increasing speed

10
Behavior change principles and procedures
  • Gradual introduction of intermittent
    reinforcement
  • E.G. Praise each correct response at first,
    then every 3rd, then every 5th, etc.

11
Behavior change principles and procedures
  • Arrangements to maximize correct responding
    (stimulus control)
  • E.G. Within vs. Extra stimulus prompting for
    children with DD

12
Within stimulus vs Extra stimulus
  • Extra Prompts that identify the correct choice
    but that are contained along dimensions that are
    irrelevant to the final discrimination to be
    learned.
  • Within Prompts that identify the correct
    response and which are contained within
    dimensions relevant to the final discrimination

13
EXTRA STIMULUS PROMPTING
SIZE IS IRRELEVANT
14
Multiple Cue Stimuli
The problem of over-selectivity
15
Multiple Cue Stimuli
16
Within Stimulus PromptingSchriebman, 1975
S-
S
17
Within Stimulus PromptingSchriebman, 1975
S
S-
S
S-
18
Behavior change principles and procedures
  • Arrangements to maximize correct responding
    (stimulus control)
  • E.G. In teaching behavioral principles
  • Reinforce Increase
  • Punish Decrease

19
Behavior change principles and procedures
  • Transfer to natural environments and maintenance
    over time
  • E.G. How much should the tip be?
  • E.G. how does this concept relate to the one
    we covered last month?

20
Major Behavioral Teaching Applications
  • 1. Programmed instruction Holland Skinner
    (1961) Skinner (1953,1968) - sequenced
    written materials
  • 2. Personalized System of Instruction (PSI)
    Keller (1968)-5 features
  • Emphasis on reading, self paced, mastery,
    Proctors, lecture as a reinforcer
  • -UNR-Psychology 101-last 9 years
  • 3. Direct Instruction Engleman Carnine (1982)
    group responding, faded prompts, rapid pace

21
Major Behavioral Teaching Applications
  • 4. Precision Teaching Lindsley (1990 1993)
  • - Rate of change, probe sample performance,
    accuracy speed
  • 5. Course Programming for Grades Michael,1982.
    Frequent quizzes, ample prompting, accumulate
    final grade
  • 6. Guided Notes Heward, 1994 Austin, 2000
  • Attempt to control actual classroom performance
    / attention

22
Guided Notes
  • Use in Special Education Applications
  • Beckley et al. (1999) Courson (1989) Heward
    (1994 2000) Lazarus (1991 1993)
  • Use in University Applications
  • Austin et al (2000 2002) Austin et al (1996)
    Barbetta Scaruppa (1995)

23
Guided notes What are they?
  • The class presentation / lecture is supplemented
    with audio-visual information (E.G.,
    Powerpoint slides)
  • Students receive pre-prepared_____ ______
  • The note sheets are duplicates of the
    audio-visual slides, but contain key ___________
    information, that is presented during the
    lecture.
  • Presumably, the students _____ the information
    onto their note sheets.

note sheets
missing
copy
24
Example Teaching the Concepts Reinforcement
vs. Punishment
  • Reinforcement ______________ behavior!
  • Punishment ________________ behavior
  • There are two kinds of Reinforcement
  • 1._________________ 2.______________
  • There are two kinds of Punishment
  • 1._________________ 2.______________

increases
decreases
positive
negative
negative
positive
25
Example Teaching the Concepts of Reinforcement
vs. Punishment
  • A Positive Reinforcer is an event that, when
    presented immediately __________ a behavior,
    causes that behavior to __________ in frequency
    in that situation, the future.

following
increase
26
Example Teaching the Concepts Reinforcement vs.
Punishment
  • A Negative Rein forcer is an event that, when
    _______ _________immediately following a
    behavior, causes that behavior to____________ in
    frequency in that situation, in the future.

removed or delayed
increase
27
Example Teaching the Concepts Reinforcement vs.
Punishment
  • A positive Punisher is an event that, when
    presented immediately __________ a behavior,
    causes that behavior to __________ in frequency
    in that situation, in the future.

following
decrease
28
Example Teaching the Concepts Reinforcement vs.
Punishment
  • A negative Punisher is an event that, when
    ________immediately __________ a behavior,
    causes that behavior to __________ in frequency
    in that situation, in the future.

removed
Following
decrease
29
TEST
  • I present a really cool event to a learner
    after they engage in a specific behavior. After
    several such presentations they stop behaving.
  • The really cool event is not a
  • ________________

REINFORCER
30
Purpose of the current study
  • To evaluate the effects of complete handouts on
    test performance compared to lectures alone
  • To expand the current research on the impact of
    guided notes on test scores in a University
    setting.

31
Procedure
  • Lectures given every week in undergraduate
    psychology courses
  • All Lectures outlined and delivered via
    PowerPoint program each class
  • During full notes phase, PowerPoint presentation
    printed in Outline View and provided to all
    students

32
Procedures
  • During guided notes phase, student notes omitted
    pertinent material which was provided during the
    PowerPoint lecture
  • Quizzes were conducted following lecture 5
    minutes standard study time (Classes 1
    2)
  • Quizzes were conducted following lecture 2 or 4
    days study time (Class 3)
  • All quizzes consisted of 15 multiple choice, 5
    true/false one written short answer

33
STUDY 1.A
34
STUDY 1B
35
  • Descriptive statistics for quiz scores under
    lecture, full notes (FN), a second lecture
    condition and guided notes (GN) from Class one.

Table 1
  • Teaching N Mean Standard
    Minimum Maximum
  • method
    deviation test score test score
  • Lecture 40 20.62 2.19
    14.50 24.20
  • FN 40 20.39 2.47
    11.00 23.40
  • Lecture 40 18.09 3.03
    10.80 23.70
  • GN 40 19.39 2.00
    13.25 23.33

36
Summary of Wilcoxen Matched-Pairs Signed-Ranks
Test for Lectures versus full notes (FN) and a
second lecture condition versus guided notes
(GN).
Table 2
  • N Mean rank Sum of
    Z Score Significance
  • ranks
    (two-tailed)
  • Negative Ranks
  • Lecture FN 21a 15.19
    121.50
  • Lecture GN 8d 15.19
    121.50
  • Positive Ranks
  • Lecture FN 17b 21.83
    698.50
  • Lecture GN 32e 21.83
    698.50
  • Ties
  • Lecture FN 2c
  • Lecture GN 0f
  • Total
  • Lecture FN 40
  • Lecture GN 40
  • Lecture FN -.820
  • Lecture GN -.388
  • Lecture FN .412
  • Lecture GN .000
  • a FN lecture c FN
    lecture

37
STUDY 2
38
STUDY 3
39
Descriptive Statistics for Classes 2 3
Experiment 2
  • Table 3
  • N Mean Std. Deviation Min
    Score Max Score
  • CLASS 2
  • LECTURE 35 19.34 2.83
    13.00 23.50
  • GUIDED 35 21.06 1.87
    15.43 24.17
  • CLASS 3
  • LECTURE 36 16.02 2.94 9.40
    21.30
  • GUIDED 36 18.02 2.65
    12.25 23.63

40
Summary of Wilcoxen Matched-Pairs Signed-Ranks
Test for Experiment 2 Classes 2 3
  • Table 4
  • CLASS 2 N Mean Rank Sum of Ranks
  • GUIDED Negative ranks 4a 6.13
    24.50
  • - LECTURE Positive Ranks 31b 19.53
    605.50
  • Ties 0c
  • Total 35
  • Z Score
    4.758
  • Significance
    (2-tailed) .000
  • CLASS 3
  • GUIDED Negative Ranks 3a 4.00
    12.00
  • - LECTURE Positive Ranks 33b 19.82
    654.00
  • Ties
    0c
  • Total
    36
  • Z Score-
    5.043
  • Significance
    (2-tailed) 000
  • aGUIDED LECTURE c LECTURE
    GUIDED

41
Results and Discussion
  • Full Handouts did not appreciably impact outcome
    scores in study 1
  • The use of guided notes had a minimal positive
    impact on the average Quiz scores in study 1 and
    a stronger effect in studies 2 3
  • Individual student results were mixed and some
    were the opposite of what was observed with the
    group means

42
Possible Course Variables Affecting Results
  • Ceiling effects due to quizzes following lectures
    soon after the lecture is completed
  • Study 1 2 vs. Study 3
  • Ceiling effects due to all lectures including
    detailed power-point slides
  • All three studies
  • Ceiling effects due to the Michael (1982)
    programmed course contingencies
  • All three studies

43
Possible Student Variables Affecting Results
  • Differential effects between senior / older vs
    junior / younger students
  • Differential effects between skilled note takers
    and poor note takers
  • Differential effects between high grade point
    students and low grade point students
  • Individual attentional / sensorial variables

44
Future Research
  • Relative effect of the background lecture
    method
  • Traditional compare Guided Notes vs lecture
    alone
  • Michael compare Guided Notes vs lecture alone
  • Relative effect of the nature and amount of the
    material required to fill in
  • Long vs short blanks
  • Comparison of High low grade point within
    freshman vs seniors
  • What kind of course is best for guided notes?

45
  • THANK YOU!!
Write a Comment
User Comments (0)
About PowerShow.com