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The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course

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Title: The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course
Language: English
Authors: Sajeni Mahalingam, Ali Moinuddin, Veronica G. Rodriguez Moncalvo
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(2).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Study, Outcomes of Education, Cooperative Learning, Tutorial Programs, Testing, Learning Experience, Sense of Community, Research Methodology, Research Training, Methods Courses, Science Education, Learning Activities, Biological Sciences, College Science, Foreign Countries
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: Large enrollments in undergraduate courses pose several teaching and learning challenges that impact students' learning experience and performance. Implementing co-learning activities in tutorials of large courses can help mitigate these challenges and improve the learning environment. One type of collaborative learning activity that has become increasingly popular is two-stage testing but there are limitations to how two-stage testing has been conducted. We undertook a study to elucidate whether our modified two-stage testing protocol and other co-learning activities performed in tutorials can enhance the learning experiences of undergraduate students and foster a sense of community in a large-enrollment research methods course. The specific aims of our study were to: 1) Assess whether co-learning activities including two stage testing in tutorials improves learning outcomes and fosters cohort cohesion in a large-enrollment junior undergraduate science course. 2) Evaluate the impact of our modified two-stage testing approach on student learning and long-term retention. To assess cohort cohesion students were asked to complete a survey and were invited to participate in focus groups. Results indicated that tutorials did foster cohort cohesion among students in the tutorial. The tutorial activities helped scale down the course size and connect with their peers. We tested our modified two-stage testing protocol by administering a two-stage test (an individual test consisting of short-answer questions followed by a group test that was comprised of a subset of the individual test questions that was completed during tutorials). Approximately three months after the individual test, a retention test was administered. Student grades were significantly higher in group tests compared to the individual tests. Interestingly, students on average scored 6.2% higher on the retention test questions that were from the group test, compared to questions that were only on the individual test. These results support the idea that group tests help improve student retention. Students reported tutorials and two-stage testing to be a positive learning experience.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453540
Database: ERIC
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  Data: The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: Large enrollments in undergraduate courses pose several teaching and learning challenges that impact students' learning experience and performance. Implementing co-learning activities in tutorials of large courses can help mitigate these challenges and improve the learning environment. One type of collaborative learning activity that has become increasingly popular is two-stage testing but there are limitations to how two-stage testing has been conducted. We undertook a study to elucidate whether our modified two-stage testing protocol and other co-learning activities performed in tutorials can enhance the learning experiences of undergraduate students and foster a sense of community in a large-enrollment research methods course. The specific aims of our study were to: 1) Assess whether co-learning activities including two stage testing in tutorials improves learning outcomes and fosters cohort cohesion in a large-enrollment junior undergraduate science course. 2) Evaluate the impact of our modified two-stage testing approach on student learning and long-term retention. To assess cohort cohesion students were asked to complete a survey and were invited to participate in focus groups. Results indicated that tutorials did foster cohort cohesion among students in the tutorial. The tutorial activities helped scale down the course size and connect with their peers. We tested our modified two-stage testing protocol by administering a two-stage test (an individual test consisting of short-answer questions followed by a group test that was comprised of a subset of the individual test questions that was completed during tutorials). Approximately three months after the individual test, a retention test was administered. Student grades were significantly higher in group tests compared to the individual tests. Interestingly, students on average scored 6.2% higher on the retention test questions that were from the group test, compared to questions that were only on the individual test. These results support the idea that group tests help improve student retention. Students reported tutorials and two-stage testing to be a positive learning experience.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Tutorial Programs
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      – SubjectFull: Testing
        Type: general
      – SubjectFull: Learning Experience
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      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Research Methodology
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      – SubjectFull: Research Training
        Type: general
      – SubjectFull: Methods Courses
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      – SubjectFull: Science Education
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      – SubjectFull: Learning Activities
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      – SubjectFull: College Science
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course
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