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Shimelis Hailu Howard University

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1 Shimelis Hailu Howard University
Impact of Blackboard on Students Academic Performance and Teaching-as-Research in an Organic Chemistry Class Shimelis Hailu Howard University

2 INTRODUCTION: Role of quizzes in class activities
► Post-lecture Quizzing is an established method for increasing students’ learning ► An alternative method for quizzing is Pre-lecture approach • to increase the likelihood that students read the assigned material

3 Project Goals/Objectives
► Collect evidence for the Impact of pre-lecture online quizzes on students’ performance. ► Improve students academic performance. ► Facilitate coverage of course content.

4 • Quizzes METHOD Participants Assessment Measurements
► Data was collected using Blackboard technology from an Organic Chemistry II course ( N= 60) at Howard University. ► Because of pre-lecture posting, more attention is given to the more difficult materials in class lectures. Assessment Measurements • Quizzes • Exams • Time spent on reading pre-lecture materials

5 Comparison on 1st, 2nd and 3rd exam
Hits Percent Up to exam From exam 1 to exam From exam 2 to exam

6 Was reading pre-lecture document helpful?
► Average grade on the 1st exam was out of 200 grade point. number of quizzes taken no. of stud. greater than average 2 1 7 13 3 11 ► A total of 53% of students are equal to or greater than average in this 1st exam.

7 • 27% of students are those who didn't take or took one time
• 73% of students are those that took two times or three times No. of quizzes taken Percent above average grade 28 1 47 2 54 3 69

8 ► Effect of pre-lecture online quizzes
no. of quizzes taken Hits Hits per student 229 33 1 817 54 2 1583 66 3 1440 90

9 ► Average grade of 2nd exam was 139.90 out of 200 points
number of quizzes taken no. of students greater than average 4 1 9 2 8 3 7 ► A total of 48% of students are equal to or greater than the average in the 2nd exam.

10 • 47% of students are those who didn't take or took one time
• 53% of students are those that took two times or three times No. of quizzes taken Percent 36 1 60 2 80 3 32

11 ► Effect of pre-lecture online quizzes on reading lecture material before class meeting.
no. of quizzes Hits Hits per student 520 47 1 825 55 2 674 67 3 1514 69

12 ► Average grade on the 3rd exam was 146.25 out of 200 grade point
Number of quizzes taken No. of students greater than average 3 1 5 2 16 11 ► A total of 57% students are equal to or greater than the average in the 3rd exam.

13 • 23% of students are those who didn’t take or took one time.
• 77% of are those that took two times or three time No. of quizzes taken Percent 42 1 50 2 73 3 69

14 ► Effect of pre-lecture online quizzes on reading the lecture material before class.
No. of quizzes taken Hits Hits per student 346 49 1 835 83 2 1390 77 3 2766 126

15 • Changes student studying behaviour
CONCLUSION ► Online pre-lecture quizzes are useful in forcing students’ to read the lecture Material. • Pre-lecture posting and quizzing facilitates Teaching-as- research as a result of proactive assessment and learning through diversity. • Enables students to engage in active learning • Changes student studying behaviour

16 ► Absence of in-class time for pre-lecture quizzes
Conclusion contd. ► Absence of in-class time for pre-lecture quizzes ► The relative ease with which instructors could incorporate them into a course ► The increased efficiency of students’ time

17 THANK YOU

18 From 1st exam to 2nd exam Folder Hits Percent Course Information 413
5.00% Course Documents 5310 57.00% Assignments 3319 37.00% External Links 49 1.00% Total 9091 100%

19 RESULTS Hits on Lecture Material Before 1st exam. Folder Hits Percent
Course Information 270 6.00% Course Documents 2113 50.00% Assignments 1858 43.00% External Links 37 1.00% Total 4278 100%

20 From 2nd exam to 3rd exam Folder Hits Percent Course Information 456
4.31% Course Documents 6255 59.16% Assignments 3809 36.03% External Links 53 0.5% Total 10573 100%


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