Anatomy lecture learning modality exam performance
Data files
Nov 05, 2024 version files 87.89 KB
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Learning_modality_data_by_semester.xlsx
85.78 KB
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README.md
2.11 KB
Abstract
We investigated the effect of three different lecture delivery modalities in a foundational anatomy course on student exam performance, including: (1) asynchronous recordings, (2) passive lecture with a student’s choice to view synchronously or asynchronously, and (3) active lecturing, again with student’s viewing choice. Active lectures incorporated gapped lecturing, drawing, practice questions, and active study technique suggestions. We compared four-unit exams that were similar across the four semesters investigated. This data set has been de-identified.
https://doi.org/10.5061/dryad.2rbnzs7zn
Description of the data and file structure
Our research aim is to determine which lecturing method and modality lead to the best student exam performance. We investigated the effect of three different lecture delivery modalities on anatomy student exam performance, including 1) asynchronous recordings, 2) passive lecture with a student’s choice to view synchronously or asynchronously, and 3) gapped lecturing as an active lecturing method, again with student’s viewing choice. The data found here represents 4 semesters of exam performance for an undergraduate anatomy course using these various lecturing techniques.
Please note, the rows are not lined up by student, they are in order from lowest to highest score. All exam scores are out of 100. Each exam in each semester has a slightly different number of students. This is due to the attrition rate of the class, with some students choosing to drop the class throughout the semester when they don’t think they will be able to pass. This skews all exams to slightly higher scores as the semester progresses from Unit 2 to Unit 5.
Files and variables
File: Learning_modality_data_by_semester.xlsx
Description: Exam performance for individual students across the four semesters for each of 4 different unit exams and 3 different lecture treatments.
Variables
- Lecture type (recorded asynchronous lecture, Passive synchronous/asynchronous lecture, active synchronous/asynchronous lecture)
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Student exams scores for Unit 2 (lower limb) out of 100
- Student exams scores for Unit 3 (upper limb) out of 100
- Student exams scores for Unit 4 (head and neck) out of 100
- Student exams scores for Unit 5 (thorax and abdomen) out of 100
Code/software
This data can be viewed and manipulated in excel, google sheets or numbers.
Access information
Other publicly accessible locations of the data:
- N/A
Data was derived from the following sources:
- Carmen Canvas OSU
Data was gathered across four semesters and represents individual student exam scores.
The sample population included all students enrolled in Anatomy 2300 and was a non-random sampling approach based on their participation within the course of Human Anatomy at The Ohio State University – Columbus Campus during the Autumn 2021 (n = 512), Spring 2022 (n = 612), Autumn 2022 (n = 656), and Spring 2023 (n = 695) semesters, resulting in a total sample size of 2,543 students. A post hoc power analysis was conducted using G*Power, yielding a power of 0.99, larger than the recommended power of 0.8 for statistical analyses. The margin of error was 0.03, and the correlation between measures was 0.76. The sample size required to achieve this power calculation was 1511.11.
Each semester, four in-person proctored unit exams were given via Carmen, OSU’s Canvas Learning Management System (Instructure Inc., Salt Lake City, UT), with a lockdown browser, to evaluate the progress of the student. Exam questions were subject to minimal changes between different semesters, with the questions covering the same content and learning objectives each semester. Questions were mapped directly to lecture objectives with even distribution among the lectures within the unit and checked by the course director and lecture teaching assistant. Each question and bank were validated by the course director, lecture teaching assistant and at least one graduate teaching assistant. Questions included multiple choice first and second order questions, as well as matching and identification questions. All questions had answer options, there were no fill in the blanks. Many questions were banked so that a student would receive a random question out of two to six options covering the same lecture objective. Exam statistics were reviewed after each exam. If the discrimination index, which divides students into three groups based on their score on the whole quiz and displays those groups by who answered the question correctly, as calculated by Canvas, was less than 0.2 and less than 50 percent of the class answered correctly, everyone was given credit, and the question was re-written for the following semester. This was done for an average of one out of 50 questions on each unit exam. All exam scores were de-identified and assigned a record code to match each piece of data to their individual records.
The Anatomy 2300 students come from Health Science, University Exploration, Arts and Sciences, Dental Hygiene, Pre-Nursing, Health and Rehabilitation Sciences, Pre-Optometry, Pre-Pharmacy, Pre-Dental and Exercise Science programs. All students were enrolled together into an in-person 55-minute lecture every Monday, Wednesday, and Friday. Pre-recorded lectures were used during the Autumn 2021 semester (Semester 1 in Table 1, Figure 2). During the Spring 2022 (Semester 2), Autumn 2022 (Semester 3), and Spring 2023 (Semester 4) semesters, these lectures were conducted via a Zoom webinar and were also recorded and posted online for students to review at their leisure.