I've noted over the past few years that more students in my
Introductory Behavior Analysis course are settling for B's - not even
attempting to get an A.
Since I use a unit/mastery system this can be quantified:
The most common (generally easiest) way to get a grade of B is to
complete all eleven test units and three (out of six) projects.
Therefore, handing in a report on the fourth project is a good
proxy for attempting an A.
When I started teaching this way 35 years ago the model course
grade was A.
Over the past decade or so the mode has shifted down to B.
This does NOT seem to be due to a poorer level of student
performance; they do just as well on the work that they attempt --
they just don't attempt as much.
I've attached a graph of the number of students handing in a
report on the fourth course project over the past five years (I'm not
sure if this listserv will allow attachments, so it's also available
on my Web site at
http://krypton.mnsu.edu/~pkbrando/AttemptingA.pdf).
You can see that the number of students attempting an A has gone
down from about 18 (section size is about 25) five years ago to
7 this semester. There's the variability one would expect
from this sample size, but the trend seems compelling.
The text, Lab Manual and course requirements have not changed
over this period.
Therefore, the change is in either my behavior or that of my
students.
Comments?
--
The best argument against Intelligent
Design is that fact that
people believe in it.
* PAUL K. BRANDON [EMAIL PROTECTED] *
* Psychology Dept Minnesota State University *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
people believe in it.
* PAUL K. BRANDON [EMAIL PROTECTED] *
* Psychology Dept Minnesota State University *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
*
http://krypton.mnsu.edu/~pkbrando/ *
AttemptingA.pdf
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