The active learning lab did not significantly improve performance on the volume-pressure-airflow relationship concept¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Test sections scored higher than control sections on volume-pressure-airflow questions (74.3% vs 66.3%) but the difference was not statistically significant (p=0.09). → Wolf et al. 2015

Evidence¶

Wolf et al. 2015¶

Alex M. Wolf, Carlos Liachovitzky & Abass S. Abdullahi. (2015). Active Learning Improves Student Performance in a Respiratory Physiology Lab. Journal of Curriculum and Teaching, 4(1). http://dx.doi.org/10.5430/jct.v4n1p19

q3 · i? · causal · r1

Midterm exam comparison between test and control sections on volume-pressure-airflow concept questions. Test sections scored "74.3±12.5%" versus "66.3±9.6%"; the difference was not significant (p=0.09).

"On questions relating to the relationship between pressure, volume and airflow, the test sections (74.3±12.5%) performed better than the control sections (66.3±9.6%), though the difference was not significant (p=0.09)."

Discussion¶

Related Claims¶

• Overall midterm performance did not differ significantly between test and control sections, presumably because respiratory concepts were a small share of the exam — related
• Student perceptions of understanding correlated poorly with actual exam performance across concepts — related
• Within test sections, students performed significantly better on spirometry concepts than on other midterm concepts when data were pooled across semesters — a broader claim this one bears on
• The spirometry-based active learning lab produced the largest performance gain on questions about the hallmarks of restrictive and obstructive respiratory diseases — related
• A spirometry-based active learning lab improved community college students' performance on respiratory volumes questions relative to control sections — related