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ERIC Number: EJ1148178
Record Type: Journal
Publication Date: 2017-Jul
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0047-231X
Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses
Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam
Journal of College Science Teaching, v46 n6 p80-87 Jul 2017
We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However, the percentage of students with poor attendance was significantly higher in the auditorium than in the classroom (33% vs. 28%), and differences in the retention rates suggest the traditional classroom setting may provide more accountability and encourage commitment to the course. A perception survey of 189 students in the large sample indicated that the size of the auditorium hampered the students' ability to hear their peers. Survey respondents also preferred the classroom for small group interactions. We suggest that weaker students' engagement may be negatively impacted by the more anonymous auditorium environment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A