Open AccessCompetency‐based learning (CBL): Developing a competency‐based geometry methods course
Author(s) -
Lee Joohi,
Pant Mohan
Publication year - 2020
Publication title -
the journal of competency‐based education
Language(s) - English
Resource type - Journals
ISSN - 2379-6154
DOI - 10.1002/cbe2.1224
Subject(s) - medical education , session (web analytics) , mathematics education , course (navigation) , competency assessment , unit (ring theory) , concept map , psychology , conceptual framework , computer science , medicine , engineering , aerospace engineering , philosophy , epistemology , world wide web
Objectives This study aims to investigate the feasibility and efficacy of competencybased course (Conceptual Geometry). In addition, this paper presents the procedures of developing competency‐based course which include mapping out competencies of the course, developing a set of assessment instruments (e.g., diagonal, pre‐and post‐unit assessments, CBL comprehensive pre‐and post‐assessments). Methods One hundred seventy‐nine graduate students who enrolled in a 5‐week Conceptual Geometry online course participated in this study. During the session, three sets of assessments were administered to assess the baseline of student knowledge (diagonal assessment), effectiveness (comprehensive pre‐and post‐assessments, and student content knowledge (5 sets of pre‐and post‐unit assessments). Results The results of this study showed that implementing an online CBL course is feasible and effective at a course level. Students showed higher scores on all of the post‐unit assessments ( M = 95.45, SD = 4.62) than on the pre‐unit assessments ( M = 69.42, SD = 7.77). This result supports the increase of student knowledge associated with geometry contents and pedagogy. The post‐comprehensive assessment results show an increase of student efficacy in geometry knowledge and skills using CBL course (pre‐assessment: M = 4.49, SD = 0.86; and post‐assessment: M = 5.14, SD = 0.40) which supports the increase of student efficacy of both content and pedagogical knowledge.