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

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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]
Copyright of International Journal of Curriculum & Instruction is the property of World Council for Curriculum & Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Students’ Perceptions of Learning Outcomes: Traditional Versus Growth-Based Grading in Biology Education.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Curriculum+%26+Instruction%22">International Journal of Curriculum & Instruction</searchLink>. 2025, Vol. 17 Issue 1, p101-132. 32p.
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  Data: *<searchLink fieldCode="DE" term="%22College+student+attitudes%22">College student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education+in+universities+%26+colleges%22">Biology education in universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+universities+%26+colleges%22">Public universities & colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Label: Abstract
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  Data: 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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  Group: Ab
  Data: <i>Copyright of International Journal of Curriculum & Instruction is the property of World Council for Curriculum & Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 32
        StartPage: 101
    Subjects:
      – SubjectFull: College student attitudes
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Biology education in universities & colleges
        Type: general
      – SubjectFull: Grading of students
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      – SubjectFull: Public universities & colleges
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      – SubjectFull: Tennessee
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      – TitleFull: Students’ Perceptions of Learning Outcomes: Traditional Versus Growth-Based Grading in Biology Education.
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              M: 01
              Text: 2025
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              Y: 2025
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