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Students’ Perceptions of Learning Outcomes: Traditional Versus Growth-Based Grading in Biology Education.

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Bibliographic Details
Title:	Students’ Perceptions of Learning Outcomes: Traditional Versus Growth-Based Grading in Biology Education.
Authors:	Kinmonth-Schultz, Hannah¹ hkinmonth@tntech.edu, Simone, Kinsey¹
Source:	International Journal of Curriculum & Instruction. 2025, Vol. 17 Issue 1, p101-132. 32p.
Subject Terms:	College student attitudes, Critical thinking, Educational outcomes, STEM education, Biology education in universities & colleges, Grading of students, *Public universities & colleges
Geographic Terms:	Tennessee
Abstract:	This study examined whether differences existed in college students’ perceptions of improvement in critical thinking, content knowledge, and STEM motivation after taking a biology course and receiving traditional-based or growth-based grading methods on scientific write ups. The quasi-experimental study used data collected from a reflection survey during in 2023 from a public Tennessee university. Analyses included factor analysis, a MANCOVA, and sentiment analysis. The interaction of group and gender was significant, with men perceiving overall higher improvements in content knowledge, and women demonstrating greater STEM motivation than men in the treatment group. Students had overall positive sentiments, with those in the treatment group emphasizing growth. This study highlights a positive association between growth-mindset interventions and student outcomes. Implications are provided. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examined whether differences existed in college students’ perceptions of improvement in critical thinking, content knowledge, and STEM motivation after taking a biology course and receiving traditional-based or growth-based grading methods on scientific write ups. The quasi-experimental study used data collected from a reflection survey during in 2023 from a public Tennessee university. Analyses included factor analysis, a MANCOVA, and sentiment analysis. The interaction of group and gender was significant, with men perceiving overall higher improvements in content knowledge, and women demonstrating greater STEM motivation than men in the treatment group. Students had overall positive sentiments, with those in the treatment group emphasizing growth. This study highlights a positive association between growth-mindset interventions and student outcomes. Implications are provided. [ABSTRACT FROM AUTHOR]
ISSN:	15620506