Enhancing Learning Of Low Ability Students In Multi Section Freshman Lecture/Laboratory Classes

Because of a scheduling “glitch,” in fall semester, 2004, our large enrollment introductory computer science was offered in two lecture sections at opposite ends of the week. One lecture section met on Monday nights at 7:00 p.m., with associated labs meeting later in the week. A second lecture section met on Friday mornings at 10:20 a.m., with associated labs meeting before lecture during that week. Rather than moving the lab sections for the Friday lectures to the following week, we decided to compare the results of using the Monday lecture for preparation for the upcoming labs and the Friday lecture as a “wrap up” of that week’s labs. Analysis of the 2004 data shows that there was no statistically significant different in student outcomes between the two lecture days. In 2005, the same scheduling occurred. However, this year we added the use of a Personal Response System (PRS or “clickers”) to encourage student preparation and participation. For middle and high performing students, there are no differences in outcomes. However, low performing students in the Friday section performed significantly better than the low ability students in the Monday section in total points, midterm exams, and individual quizzes. Comparing women to men showed no differences in the Monday section, but women performed significantly better than men in the Friday section. The results of this study have implications for improving outcomes and retention for at-risk populations in engineering.