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Title: Leveraging Student-Written Chapter Summaries to Assess Understanding and Motivation in an Introductory Statistics Course
Authors: Yang, Stephanie
Sung, Gahyun
C., Mary Tucker
Schneider, Bertrand
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Yang, S., Sung, G., C., M. T., & Schneider, B. (2022). Leveraging student-written chapter summaries to assess understanding and motivation in an introductory statistics course. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1940-1941). International Society of the Learning Sciences.
Abstract: Instructors often assign students to write summaries of what they have learned. Beyond being a helpful learning exercise, written summaries can reveal latent models of what students do and don’t understand about the instructional content. Drawing on data from an introductory statistics course, the current study assessed the relationship between written summaries and student understanding and motivation in the course. Findings revealed significant associations which can inform support for struggling learners.
Description: Poster
Appears in Collections:ISLS Annual Meeting 2022

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