Sapling Chemistry Homework

Sapling Chemistry Homework-65
That means, for the whole sample of students in both studies, researchers took into account students’ prior academic achievement such as their self-reported ACT scores and measured the contribution of Mastering Chemistry on top of that.

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In this post, I would like to mention another technique which I’ve found helpful: lecture recording.

I first tried lecture recording with my organic chemistry class in the fall of 2012.

A few weeks into testing this out, our instructional technology coordinator let me know that my recordings had been watched 110 times!

This was encouraging, so I continued it the following semester, in my large, introductory chemistry class.

For a full list of our efficacy statements, and for more information about our research studies: Read our Mastering Chemistry research report In Fall 2016, use of Mastering Chemistry was associated with higher course performance than was use of Sapling in terms of final exam scores (7% increase in percentile rank for an average student in the Sapling group), course grades (5% increase in the percentile rank for an average student in the Sapling group), and binary grades (pass / fail), (2% increase in the percentile rank for an average student in the Sapling group).

In Spring 2017, use of Mastering Chemistry was associated with higher course performance than was use of Sapling in terms of course grade (20% increase in the percentile rank for an average student in the Sapling group) and binary grades (17% increase in the percentile rank for an average student in the Sapling group).

During class, I would work through the slides, and record the conversation.

Because it was recorded in a live class and unedited, the audio was rough in parts, but if the students missed a topic, they could go back and listen later.

What I found was really interesting: while only 40% of my introductory chemistry students watched the lecture replays even once, about 10% of my students watched them voraciously.

By the end of the semester, I had multiple students who had watched over twenty hours of class recordings.

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