Herring Andy Dale
Department of Animal Science, Texas A&M University, College Station, TX 77843-2471, USA.
Transl Anim Sci. 2023 May 19;7(1):txad053. doi: 10.1093/tas/txad053. eCollection 2023 Jan.
This study investigated student ( = 272) exam grades and group project peer evaluations in a senior-level beef cattle management course during semesters of COVID-imposed transitional instructional delivery methods across the Fall 2019 to Spring 2021 semesters. Each semester identical format exams were administered, and students were assigned to groups of 4 or 5 balanced for previous cattle experience to work on a semester-long on a scenario-based ranch management project. Prior to COVID, exams were administered as closed-note with 1-h time limit, but were made open-note with 12 to 14 h time limit beginning in March 2020. Similar exam grades existed ( > 0.05) across these five semesters with the exception that Exam 3 deviated 3.7% ( = 0.020) from lowest to highest mean score; similar relative variation in exam scores based on CV and SD were seen across these semesters. For the group project, students scored all group members on a 0 (inferior) to 10 (superior) scale at the end of each semester that weighted the project grade by 20%. Remote vs. face-to-face () status did not influence ( > 0.05) group peer evaluation scores regarding "Overall level of participation" or "Willingness to work for success of your group" when group number or individual student was included in models. Fall 2020 and Spring 2021 semesters had both remote and F2F students and were investigated for online page view and engagement. Across these two semesters, students ( = 125) were 72% females, 36.8% rated themselves as having no or little previous cattle experience, and 34.4% rated themselves as experienced or very experienced with cattle. No metric for online activity was correlated with exam grades, except the number of page views and Exam 3 scores ( = 0.28, = 0.002). Neither gender ( > 0.05) nor previous cattle experience ( > 0.05) affected online activity metrics, peer evaluation points received on group projects, or exam grades. However, strong correlations ( = 0.33 to 0.45, < 0.001) were seen between student peer points received and all four exam grades. Additionally, project group accounted for 28% to 37% of the differences in exam grades. Overall, no differences in exam grades ( < 0.05 except Exam 3) or group peer evaluations ( < 0.05) were detected when the course had different delivery styles. These results indicate that attributes of individual students are a major driver of successful course outcomes in this class, no matter what course delivery method is utilized.
本研究调查了272名学生在2019年秋季至2021年春季学期期间，因新冠疫情而采用过渡性教学方式的高年级肉牛管理课程中的考试成绩和小组项目同伴评价。每个学期都进行相同形式的考试，学生被分成4人或5人的小组，根据之前养牛经验进行平衡分组，以开展为期一个学期的基于情景的牧场管理项目。在新冠疫情之前，考试为闭卷，限时1小时，但从2020年3月开始改为开卷，限时12至14小时。在这五个学期中，除了第三次考试的平均成绩从最低到最高相差3.7%（P = 0.020）外，其他考试成绩相似（P>0.05）；在这些学期中，基于变异系数（CV）和标准差（SD）的考试成绩相对变化相似。对于小组项目，学生在每个学期末根据0（差）到10（优）的评分标准对所有小组成员进行评分，该评分占项目成绩的20%。当将小组数量或个别学生纳入模型时，远程学习与面对面学习（P>0.05）状态对“总体参与水平”或“为小组成功而努力的意愿”的小组同伴评价得分没有影响。2零20年秋季和2021年春季学期既有远程学习的学生，也有面对面学习的学生，并对在线页面浏览量和参与度进行了调查。在这两个学期中，125名学生中72%为女性，36.8%的学生认为自己之前没有或几乎没有养牛经验，34.4%的学生认为自己有养牛经验或经验丰富。除了页面浏览量与第三次考试成绩相关（r = 0.28，P = 0.002）外，没有其他在线活动指标与考试成绩相关。性别（P>0.05）和之前的养牛经验（P>0.05）均未影响在线活动指标、小组项目中获得的同伴评价分数或考试成绩。然而，学生获得的同伴分数与所有四次考试成绩之间存在很强的相关性（r = 0.33至0.45，P<0.001）。此外，项目小组占考试成绩差异的28%至37%。总体而言，当课程采用不同的授课方式时，未检测到考试成绩（除第三次考试外，P<0.05）或小组同伴评价（P<0.05）存在差异。这些结果表明，无论采用何种课程授课方式，个体学生的特质都是该课程取得成功的主要驱动因素。
