The Effect of Adaptive Technology on Quantitative Literacy within the Online Astronomy Classroom
PosterEvaluation and Astronomy Education Research
5th Shaw-IAU Workshop
Wednesday Nov. 29, 2023
UTC: 8 p.m. - 9:30 p.m. America/New_York: 3 p.m.- 4:30 p.m.
, Friday Dec. 1, 2023
UTC: 10 a.m. - 11:30 a.m. America/New_York: 5 a.m.- 6:30 a.m.
Grace Beall
(Arizona State University)
Coauthors: Molly Simon (Arizona State University), Chris Mead (Arizona State University)
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Quantitative literacy (QL), the ability to understand and accurately use numbers, is pivotal when learning astronomy, as prior research shows it has a strong, positive correlation with a student’s success in science courses. In this study, we measure students' QL levels pre- and post-completion of an online astrobiology course, outfitted with adaptive technology, to examine the effects of the technology on this skill set and overall course achievement. Adaptive technology provides students in the online environment with immediate, specific feedback as they answer questions and complete course material. Preliminary results suggest no significant change in students’ QL levels and a significant, moderate, direct correlation between incoming QL and final grades.
Biography:
Grace Beall is a graduate student at Arizona State University working towards her masters in Astronomy and Astrophysics. Her research interests include quantitative literacy, data literacy, measurement & statistics in education, and high-stakes testing.
